Okul Performansının Katma-Değerli Değerlendirilmesinde Kullanılan Yaygın İstatistik Modellerinin Karşılaştırmalı Analizi

Year 2017, Volume: 8 Issue: 3, 303 - 320, 30.09.2017

Sedat Sen , Seock-Ho Kim Allan S. Cohen

https://doi.org/10.21031/epod.321840

Abstract

Bu çalışmada iki yıllık bir standart test verisi kullanılarak bu veriden elde edilen katma-değerli ölçümler vasıtasıyla basit sabit etki modeli (SFEM) ve iki hiyerarşik doğrusal model (UHLMM ve AHLMM) analiz edilmiştir. Bu üç modelden elde edilen katma-değer ölçümleri, her modelin farklılıklarının etkisini belirlemek için analiz edildi. Bu katma değerli modellerin sonuçları arasında anlamlı ilişki olup olmadığını görmek için korelasyon analizine başvurulmuştur. SFEM ve UHLMM modelleri okul etkilerini benzer derecede sıralarken, SFEM ve AHLMM sonuçları orta derecede bir korelasyona sahiptir. Bu nedenle, okulların sıralamasına göre SFEM ve iki HLM modelinden elde edilen sonuçlar arasında çok fazla fark bulunmamıştır.

Keywords

School effectiveness, value-added assessment, value-added models, hierarchical linear model

Comparative Analysis of Common Statistical Models Used for Value-Added Assessment of School Performance

Abstract

The purpose of this study was to compare four popular value-added models used in measuring school effectiveness based on their distinguishing characteristics. In this study, the simple fixed effects model (SFEM), two hierarchical models (UHLMM and AHLMM), and the layered mixed effects model (LMEM) were analyzed using value-added measures obtained from a common data set with two years standard assessment data. Value-added measures obtained from these four models were analyzed to determine the impact of the differences of each model. Correlational analyses were also conducted to see whether there were meaningful relationships among these value-added models. SFEM and UHLMM models produced very similar rank orders of school effects while SFEM and AHLMM had only a moderate correlations. Thus there was not much difference between SFEM and two HLM models in terms of the rank orders of schools. Further, there was no agreement between LMEM and the other models.  Bu çalışmanın amacı, okul etkililiğini
ölçmede yaygın olarak kullanılan üç katma-değerli modeli ayırt edici
özelliklerine dayanarak karşılaştırmaktır. 

Keywords

Okul etkililiği, katma-değerli değerlendirme, katma-değerli modeller, hiyerarşik doğrusal modeller

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