Transcript Vertical Scale Scores

Vertical Scale Scores
Objectives:
1. Explain how Texas defines value added
and measures academic growth with
TAKS.
2. Use Vertical Scale Score to make
instructional decisions to support student
success.
Having an above average teacher
for five years running can
completely close the average gap
between low-income students
and others.
-John
Kain and Eric Hanushek
Placemat Consensus
• Each person at your table should have a
different colored marker.
• Draw a large circle in the center of your chart
paper.
• Each person in group will have a section
outside the circle.
• In your section, explains what added value
means.
Added Value
• Tracks the academic achievement of the same
student over time.
• Minimizes the influence of economics,
experiences, privilege, and race.
• Takes into account where a student begins the
year academically and measures how much
the student grows as a result of the school or
teacher.
‘Passing & Preparedness’
2100 Scale Score
– Passing
Standard
2400 Scale Score
– Commended
Performance
2200 Scale Score
– Higher
Education
Readiness
Component
(HERC)
Regional College Ready Graduates
All
Af Am
Hisp
White
Asian
Male
Female
Eco
Dis
LEP
ELA
52%
40%
47%
63%
67%
47%
57%
42%
4%
Math
56%
35%
45%
69%
73%
58%
48%
40%
22%
Both
37%
23%
29%
53%
58%
38%
37%
24%
3%
November’s AEIS Reports will reflect the class of 2008.
Raw Score
• The basic score on any test is the raw score,
which is simply the number of test questions
or items a student answers correctly. A raw
score can be interpreted only in terms of a
particular set of test questions.
• Raw scores are converted to scale scores to
determine which performance category is
applied for each student in each content area
assessed.
Scale Score
Horizontal
Scale Scores
Vertical
Scale Scores
•A scale score is a conversion of the raw score onto a
scale that is common to all test forms for that
assessment.
•Scale scores can be interpreted across different sets
of test questions.
•Scale scores allow direct comparisons of student
performance between specific sets of test questions
from different test administrations.
•The scale score takes into account the difficulty level
of the specific set of questions on which it is based. It
quantifies a student’s performance relative to the
passing standards or proficiency levels for such tests as
the TAKS.
Horizontal
Scale Scores
New
Vertical
Scale Scores
2100 – Met Standard
2400 – Commended Performance
Met Standard and
Commended Performance
- vary by subject and grade
(See page 4 of the guide.)
Approximate Range: 1200 – 3300
Approximate Range: 0 – 1000
These are consistent for all grades
and subjects where the horizontal
scale score is used.
TAKS Horizontal Scale
• For TAKS, the scale scores were defined such
that the Met Standard and Commended
Performance cuts were always to same scale
values across forms and grades
– Met Standard = 2100
– Commended Performance = 2400
• This is known as a horizontal scale
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Horizontal Scales
• Limitations of horizontal scales
– Scale scores across test forms can be compared
within a grade, but not across grades for a subject
– Performance standards (i.e. Met Standard and
Commended) cannot be numerically compared
across grade levels
• Example: 2100 in Grade 5 ≠ 2100 in Grade 6
– It is difficult to evaluate individual student
progress from grade-to-grade
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TAKS Vertical Scale
• A vertical scale allows scores to be compared
across grade levels for a subject
– Useful for tracking a student’s progress in
performance across years
– Performance standards (i.e. Met Standard and
Commended) can be numerically compared across
grade levels
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Academic Achievement Standards
Horizontal
Scale Scores
Raw Scores
Vertical Scale
Scores
Scale
Score
Results
Are
Used
To
Determine
the
Student’s
Level of
Achievement
Did Not Meet
Standard
Met
Standard
Commended
Performance
Vertical or Horizontal?
Why Vertical Scale Scores?
Under Section 39.036 of Senate
Bill 1031, TEA was required to
develop a vertical scale for
assessing student performance
and progress on the TAKS
assessments in reading and
mathematics at grades 3–8
beginning with the 2008-2009
school year.
Read pages 4-7,
Vertical Scale Score
VSS?
• First Turn – Last Turn
• Reflect and respond:
“How can anyone be sure that a particular set of
new inputs will produce better outputs if we
don’t at least study what happens Inside?”
--Paul Black and Dylan Williams
VSS?
• Decide who has the most experience in
education at your table.
• This person is the first to share their
reflections.
• All others at the table comment about that
statement.
• The first person has the last turn to comment.
• Continue sharing star statements around the
table using First Turn – Last Turn.
VSS Calculations
Reading and Mathematics Vertical Scale Scores
What about TAKS (Accommodated) TELPAS,
Alternate Assessments, and EOC Assessments
• TAKS (Accommodated) will be reported on the same
vertical scale as TAKS
• TELPAS will be reported on a vertical scale with score
range from approximately 0-1000
• TEA is considering a vertical scale for TAKS-M
• No plans currently in place for a vertical scale for TAKS-Alt
or EOC assessments
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Can we assess VSS growth?
• The student moved to Texas and was assessed on
TAKS for the first time in 2009.
• The student was administered a Spanish
mathematics TAKS in 2008 and an English version in
2009.
• The student was administered a TAKS-M in 2008 and
TAKS (Accommodated) in 2009.
• The student was administered a TAKS test in
mathematics for reading in 2008 and 2009.
Analysis Considerations:
1. It is important to note that expected growth calculations using TAKS and vertical
scale scores represent a snapshot of growth using one assessment. While this
information is useful, other data should also be used to conduct a more global
analysis of the degree to which each student is making progress.
2. If analyzing students at grade levels other than 3rd to 4th or other subject
areas, as noted in the example above, the VSS expected improvement
calculations will differ. These differences occur:
a. From subject to subject;
b. From grade level to grade level; and
c. When comparing growth from one year to the next for (1) ‘Met Standard
to Met Standard,’ (2) ‘Commended Performance to Commended
Performance.’ (3) ‘Met Standard to Commended Performance,’ and (4)
‘Commended Performance to Met Standard.’
3. There are many variances from student to student which represent one year’s
growth; these variances are based on the individual student’s starting point
the previous year.
4. Because the VSS are statistical calculations, there exists a potential for + and variances from the growth cut points. VSS provide growth data; however,
when there are variances of a few points from the cut scores for one year's
growth, educators should exercise caution when making decisions about
student growth.
VSS Calculations
Your Calculations:
• A 6th grade student received a 2009 VSS of S-652 in
mathematics. His 2008 VSS in mathematics was S-605.
Analyze the growth.
• An 5th grade student received a 2009 VSS of E-770 in
reading . This student’s 2008 VSS was E-720.
Analyze the growth.
Questions and Considerations –
Page 7
• How close is the current vertical scale score
from the ‘Met Standard’ level?
• If the score doesn’t meet this academic
achievement standard, how far is the score
from the ‘Met Standard’ level?
• How close is the current vertical scale score
from the ‘Commended Performance’ level?
• et.al., ….
What about these Students?
Susan
3rd-2008
4th-2009
5th-2010
6th-2011
Reading
680
725
750
770
Math
550
570
630
644
Maria
5th-2008
6th-2009
7th-2010
8th-2011
Reading
620
640
675
700
Math
610
637
665
700
Michael
4th-2008
5th-2009
6th-2010
7th-2011
Reading
780
800
834
850
Math
725
760
795
823
Frank
3rd-2008
4th-2009
5th-2010
6th-2011
Reading
400
480
600
650
Math
400
475
550
630
Student Plan
• What does the data say about the student?
• What will be you priorities?
• What is your intervention plan?
VSS Summary Statements
Table Activity:
Create a ‘T’ chart which outlines the key points and cautions
related to VSS.
Key Points
Cautions