Primer on Large-Scale Assessments of Educational Achievement

Page 94

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PRIMER ON LARGE-SCALE ASSESSMENTS OF EDUCATIONAL ACHIEVEMENT

Data management involves the documentation, organization, and storage of collected data. Good data management practices help ensure consistency in how information is collected, coded, and arranged for data analysis. Data management procedures also reduce the chance of errors that could go undetected throughout the life of a project. Particularly as the volume of data increases, assessment teams will benefit from having a clear plan and protocols for data management, as well as staff with relevant expertise, including statisticians and information technology specialists. Assessment teams should develop a data codebook that describes each variable in the data file and defines the values permitted for each. The codebook maps each item in the assessment to its variable label in the data set, variable codes for the response options, variable formats, and codes for missing values (Shiel and Cartwright 2015). Enumerators responsible for scoring multiple-choice items will need an answer key with the correct response options identified for each item. The codebook identifies for enumerators which codes are to be entered into the database for a correct response, incorrect response, missing information when no answer is provided, or instances when a student inappropriately selects multiple options (box 6.1). Most codebooks are developed using Microsoft Excel and Microsoft Word because these files can be easily saved and exported to other file formats. Codebooks communicate to external specialists the meaning of each variable and its associated values, thereby supporting their ability to conduct data analysis without continuous guidance from the team responsible for data collection and coding. BOX 6.1. Example of an Item and Its Codebook Information Item 6. Reading comprehension 6. According to the text, Sara and her family went to the ___________ A. river B. beach * C. country D. mountains Item: 6. According to the text, Sara and her family went to the ___________ Variable name: item 6 Correct response: B. Codes for response options. ( 1 ) Correct answer. ( 0 ) Incorrect answer. ( –999 ) Missing value. Note: Any other value is considered invalid. Source: Original compilation for this publication.


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Glossary of Technical Terms

7min
pages 159-163

Asia Primary Learning Metrics 2019 Assessment

1min
page 155

Primary Learning Metrics 2019 Reading Literacy Assessment

1min
page 154

Benchmarks for Grades 4 and 6

2min
page 149

Metrics 2019 Mathematical Literacy Assessment

4min
pages 152-153

CONFEMEN 2014

1min
page 142

Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN

2min
page 141

Assessment, 2000–18

1min
page 131

Eastern Africa Consortium for Monitoring Educational Quality

2min
page 138

8.9 Translation and Adaptation of International Large-Scale Assessments

2min
page 130

Study, 2001–16

1min
page 125

Mathematics and Science Study

2min
page 124

International Mathematics and Science Study

4min
pages 119-120

References

1min
pages 115-116

Chapter 8. What Are the Main International Large-Scale Student Assessments?

1min
page 117

Achievement Survey

1min
page 109

What Are Other Ways to Communicate Large-Scale Assessment Results?

2min
page 112

Chapter 7. How Can Effective Communication of Large-Scale Assessment Results Be Ensured?

1min
page 105

7.1 Features That a National Large-Scale Assessment Can Highlight

3min
pages 107-108

References

1min
page 104

Assessment According to Sex

2min
page 97

Key Ideas

1min
page 103

Student Achievement?

2min
page 99

6.2 Scoring Rubrics

2min
page 95

6.1 Example of an Item and Its Codebook Information

1min
page 94

References

1min
page 92

Key Ideas

1min
page 91

Administration?

2min
page 89

Structure and Main Changes over Time

1min
page 81

5.1 National Large-Scale Assessment: Student Tracking Form

1min
page 88

References

1min
page 84

What Should Be Included in the Test Administration Manual?

2min
page 79

How Will the Assessment Be Administered?

1min
page 78

4.5 The Importance of Item Piloting

2min
page 75

4.4 Item Writing Guidelines

1min
page 74

Chapter 4. What Are the Key Decisions in Designing Large-Scale Assessments?

1min
page 67

References

1min
page 66

Key Ideas

1min
page 65

3.2 National Large-Scale Assessment Funding Checklist

2min
pages 63-64

Team Personnel

2min
page 60

Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives

9min
pages 56-59

3.1 Saudi Arabia’s Education and Training Evaluation Commission

2min
page 54

Syndicate

1min
page 55

References

4min
pages 49-52

Key Ideas

1min
page 48

Goals in Brazil

2min
page 43

2.6 Communicating National Large-Scale Assessment Results in Peru

2min
page 41

National Assessment

1min
page 39

Practice in Argentina

2min
page 47

What Are Some Common Policy Implications of Large-Scale Assessment Findings?

2min
page 42

9.3 Proportion of Students in Each Reading Proficiency Level in Grade

2min
page 27

2.5 Investing in Technical Expertise in Indonesia

2min
page 40

What Will You Learn from This Primer?

2min
page 32
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