Gene Gallagher wrote:
> [snip]
>
> I have no idea what logic went into developing this 200 - 280 point
> scaling system. The point system for grading Las Vegas boxing matches
> makes as much sense to me
>
>[snip again] Check out page 33 in the pdf and 31 in the report. There were 72 points
> possible in the 8th grade 1999 English test but a perfect score of 72
> earned the student only a 268 on the 280-point scale. I guess the
> humanists at the DOE are tough graders.
>
> [lots of snip]
> There is something really odd about how these scaling equations are
> applied. Check out page 70 of this 112 page pdf. It is page 66 using
> the reports pagination. Two regression equations are provided for
> converting raw scores, r, to scaled scores S
> S=1.59r+177.25 if r<38.83
>
> S=2.65r+136.19 if r>38.83
>
> Now, the 38.83 is the raw score that a panel had decided was the cutoff
> for proficiency. So, if you are proficient, every point you score adds
> 2.65 points to your scaled score. If the student misses the proficient
> cutoff of 38.83, the raw correct answers are only worth 1.59 points.
>
>
> [snip yet again.]
Eugene, perhaps, as a resident of the Commonwealth and connected to the
DoE, if only through UMass - Boston, you could arrange for some public
discussion/explanation by the DOE of how they developed all these nifty
number pushing exercises.
I persist in the belief that there is logic behind such things as this
scoring system. Not all of the logic can stand the light of day, but
they exist. So what is the one(s) used for this system.
And if presumably well meaning people are going to use such systems for
'grading' schools, teachers or even the students, I sure hope they make
it simple enough that many parents can understand it.
the idea of measuring educational performance is fundamentally
worthwhile to meet certain objectives. the methods described here fall
far short of any ideal,and appear to fall short of practicallity.
Jay
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