EDMS 769S
Issues in Educational Accountability
Spring, 2005
Robert W. Lissitz
Academic Accommodations : In compliance with and in the spirit of the Americans with
Disabilities Act (ADA), we want to work with you if you have a documented disability that is
relevant to your work in our courses. If you need academic accommodation by virtue of a
documented disability, please contact the course instructor as soon as possible to discuss your
needs. Students with documented needs for an accommodation must meet the same achievement
standards required of all other students, although the exact way in which achievement is
demonstrated may be altered. All requests for academic accommodations should be made as
early as possible in the semester. Further information concerning accommodations for disabilities
can be obtained from Dr. William Scales at the Disability Support Service (314-7682).
Academic Integrity: All students should be aware of the University's Code of Academic
Integrity. See the EDMS web page for a link.
Class Agenda:
Week
topic
Assignment
1. Introduction
a. No Child Left Behind Act: A Description of State
Responsibilities, July 2002 draft CCSSO. b. Peer Review Guidance for Title IA Accountability
Provisions of the NCLB Act of 2001 (2003). c. Standards and Assessments Peer Review
Guidance, April 28, 2004.
2. Standards
Cizek chaps 1, 4
3. Standards
Cizek, chaps 7, 8
4.
Cizek, chap 9
Standards
AND PICK YOUR PROJECTS
5. AYP and Equating.
a. Haycock and Wiener (2003) Adequate Yearly
Progress
Under NCLB; b. Schwartz, Yen, and Schafer (2001) The Challenge
and
Attainability of Goals for Adequate Yearly Progress; c. Hill and DePascale
(2003)
Adequate Yearly Progress Under NCLB: Reliability Considerations;
6. AYP and Equating
a. Lissitz and Huynh (2004) Vertical Equating for
State
Assessments: Issues and Solutions in Determination of Adequate Yearly Progress
and School Accountability; b. Ferrara, Johnson, and Chen (2004)
Vertically
Moderated Standards: Logic, Procedures, and Likely Classification Accuracy
of
Judgmentally Articulated Performance Standards
7. Value Added
a. Lissitz (2004) Opening and Closing Remarks at
the
Conference on Value Added; b. Raudenbush (2004) Schooling, Statistics,
and
Poverty: Can we measure school improvement?; c. Tekwe, et. Al (2004)
An
Empirical Comparison of Statistical Models for Value-Added Assessment
of
School Performance
8.
Spring Break
9.
Value Added
a. Doran and Izumi (2004) Putting Education to the
Test:
A Value-Added Model for California; b. William J. Webster (2005) The
Dallas
School-Level Accountability Model: The Marriage of Status and Value
Addded
Approaches;
10. Value Added
a. Henry Braun (2005) Value-Added
Modeling: What
Does Due Diligence Require? b. Dalee Ballou (2005) ValueAdded
Assesssment: Lessons from Tennessee
11.
AERA Meetings in Montreal
12. Alternative Testing
a. Dr. Alexa (Pochowski) Posny Clash of the
Titans: No
Child Left Behind and Students with Disabilities; b. Olson (2004) All
Means All;
c. Kadamus (2004) Review of Other States' Approaches to Using
State
Assessments to Meet
Graduation Requirements; d. Heather Mann (2004)
A
summary of Alternative Testing in the U.S.
13. Essay Scoring
a. Example of Scoring document from Idaho; b. Smith,
et.
al. (Chapter 7 sent from ETS Mari Perlman); c. MSDE Report Discussion
Draft
(2004); d. Discussion Draft from Pat Sullivan, MSDE (2004); e. Guidelines
for
Developing and Scoring Free-Response Tests from ETS/ f. Rudner
and
Gagne
(20001) An Overview of Three Approaches to scoring Written Essays
by
Computer; g. Rudner (2002) e-mail conversation with Lissitz;
14. Essay Scoring
a. Hearst (2000) The debate on Automated Essay
Grading;
b. Burstein, Chodorow and Leacock, Criterion Online Essay Evaluation:
An
Application for Automated Evaluation of Student Essays; c. Landauer, Foltz
and
Laham (1998) An Introduction to Latent Semantic Analysis;
15.
Student Presentations
The Big Assignment:
One paper will be due: Come up with a research paper that is of interest to you from among the
topics we have covered in this course or an additional topic that relates to assessment in the
schools. The paper will be about 25 double-spaced pages, not counting appendices or
references. You should get approval of the topic and the approach from Dr. Lissitz. Approval
should be obtained by the end of the 4 th week of classes (6 th at the latest). If you have trouble
thinking up a topic for your paper, come and talk to me.
Grade:
Your grade will depend upon the paper and your class participation.