Simultaneous One-Sided Tests with Application to Education Evaluation Systems

Autor/inn/en	Han, Bing; Dalal, Siddhartha R.; McCaffrey, Daniel F.
Titel	Simultaneous One-Sided Tests with Application to Education Evaluation Systems
Quelle	In: Journal of Educational and Behavioral Statistics, 37 (2012) 1, S.114-136 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998610396896
Schlagwörter	Statistical Inference; Error of Measurement; Classification; Statistical Analysis; Models; Computation; Bayesian Statistics; Effect Size; Educational Assessment; Federal Programs; Educational Indicators; Mathematics Achievement; Public Schools; Pennsylvania + Suchen Sie Ihr Suchwort? Inferential statistics; Schließende Statistik; Messfehler; Classification system; Klassifikation; Klassifikationssystem; Statistische Analyse; Analogiemodell; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Public school; Öffentliche Schule
Abstract	There is widespread interest in using various statistical inference tools as a part of the evaluations for individual teachers and schools. Evaluation systems typically involve classifying hundreds or even thousands of teachers or schools according to their estimated performance. Many current evaluations are largely based on individual estimates and hypothesis tests, with little or no consideration of controlling simultaneous error rates and their potential effect on the whole educational evaluation system. In this article, we discuss controlling simultaneous errors in classification of teachers or schools by a decision-theoretic approach. We first develop a beta-mixture model to estimate the local false discovery rate (local fdr) by the classic "p"-values from one-sided tests. We discuss a few decision rules based on standard loss functions. We also construct a controversy loss function to further accommodate the incoherence between effect size and local fdr. We apply the proposed approach to evaluate adequate yearly progress (AYP) in math proficiency of Pennsylvania schools. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10