Cultivating Growth Mindsets using Student Growth Percentiles

Center for Assessment RLI · 2013

Cultivating Growth Mindsets using Student Growth Percentiles — Center for Assessment RLI, 2013.
Published

January 1, 2013

Event
Colloquium
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18
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  1. Growth Models: What is their purpose? Describing Student Growth Next Steps References Cultivating Growth Mindsets using Student Growth Percentiles Damian W. Betebenner National Center for the Improvement of Educational Assessment Dover, NH RLI Leadership Conference, Albuquerque, New Mexico December 10th, 2013 Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  2. Growth Models: What is their purpose? Describing Student Growth Next Steps References Growth Models Analysis of longitudinal student assessment data (i.e., growth models/value-added models) is not particularly new. Tennessee has been analyzing state longitudinal assessment data as part of its value-added system for almost 20 years. These analyses were/are almost exclusively directed toward accountability/evaluation. Student growth percentiles were developed to provide a vocabulary to talk about student growth that wasn’t exclusively about evaluation/accountability. Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  5. Growth Models: What is their purpose? Describing Student Growth Next Steps References Growth Models With a heavy emphasis on accountability, the bottom line for states is data for accountability purposes. This impoverishes the potential uses of data and supports fixed mindset thinking about data use in education. The challenge: Use data in ways that promotes a growth mindset in all stakeholders: students, parents, teachers, ... Growth models have more potential to do this than simple status measures. How can this potential use of growth models be realized? Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  6. Growth Models: What is their purpose? Describing Student Growth Next Steps References Data as a window/mirror Data as a Window: Allows us to see the world in ways we hadn’t before. Data as a Mirror: Allows us to see our role in this world. Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  7. Growth Models: What is their purpose? Describing Student Growth Next Steps References Describing Student Growth Measuring student growth, even with a vertical scale, is not a simple task. Some believe a vertical scale simplifies the task of measuring student growth. Even with an interval (or ratio) scale, growth is not easy to interpret. Consider, for example, height. A child might grow 4 inches between ages 3 and 4. 4 inches is a well understood quantity. The 4 inch increase becomes really meaningful only when understood alongside the growth of other 3 to 4 year olds. Student growth percentiles were developed to provide a normative context for describing student growth.[Betebenner, 2008, Betebenner, 2009] Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  8. Advanced Reading Achievement Proficient Very High ● DEMO Reading Scale Score High Typical Growth Low Part Proficient Level Percentiles Very High 81st − 99th Very Low High 61st − 80th Typical 40th − 60th Unsatisfactory Low 20th − 39th Very Low 1st − 19th Grade 3 Grade 4 Scale Score 449 Achievement Level Unsatisfactory Achievement Growth Percentile Growth Level Growth
  9. Advanced Reading Achievement DEMO Reading ● Scale Score Proficient Very High High Growth Typical Level Percentiles Low Very High 81st − 99th Part Proficient High 61st − 80th ● Very Low Typical 40th − 60th Low 20th − 39th Unsatisfactory Very Low 1st − 19th Grade 3 Grade 4 Grade 5 Scale Score 449 533 Achievement Level Unsatisfactory Part Proficient Achievement Growth Percentile 69 Growth Level High Growth
  10. Advanced Reading Achievement Very High DEMO Reading Proficient ● High Typical ● Scale Score Low Growth Part Proficient Level Percentiles Very High 81st − 99th Very Low High 61st − 80th Typical 40th − 60th Unsatisfactory Low 20th − 39th Very Low 1st − 19th Grade 3 Grade 4 Grade 5 Grade 6 Scale Score 449 533 579 Achievement Level Unsatisfactory Part Proficient Part Proficient Achievement Growth Percentile 69 85 Growth Level High Very High Growth
  11. Advanced Reading Achievement Very High DEMO Reading ● Scale Score High Typical Proficient Low Growth Level Percentiles Very Low ● Very High 81st − 99th High 61st − 80th Part Proficient Typical 40th − 60th Low 20th − 39th Very Low 1st − 19th Unsatisfactory Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Scale Score 449 533 579 602 Achievement Level Unsatisfactory Part Proficient Part Proficient Proficient Achievement Growth Percentile 69 85 74 Growth Level High Very High High Growth
  12. Advanced Reading Achievement Proficient ● DEMO Reading Scale Score ● Catch Up Target Growth Part Proficient Level Percentiles Very High 81st − 99th High 61st − 80th Typical 40th − 60th Unsatisfactory Low 20th − 39th Very Low 1st − 19th Grade 3 Grade 4 Scale Score 449 Achievement Level Achievement Target Unsatisfactory Proficient (529) Achievement Growth Percentile Growth Level Growth Target Catch Up (64) Growth
  13. Advanced Reading Achievement DEMO Reading ● Scale Score Proficient ● Catch Up Growth Target Level Percentiles Very High 81st − 99th Part Proficient High 61st − 80th ● Typical 40th − 60th Low 20th − 39th Unsatisfactory Very Low 1st − 19th Grade 3 Grade 4 Grade 5 Scale Score 449 533 Achievement Level Achievement Target Unsatisfactory Part Proficient Proficient (562) Achievement Growth Percentile 69 Growth Level Growth Target High Catch Up (76) Growth
  14. Advanced Reading Achievement Proficient ● ● ● Catch Up Target DEMO Reading Scale Score Growth Part Proficient Level Percentiles Very High 81st − 99th High 61st − 80th Typical 40th − 60th Unsatisfactory Low 20th − 39th Very Low 1st − 19th Grade 3 Grade 4 Grade 5 Grade 6 Scale Score 449 533 579 Achievement Level Achievement Target Unsatisfactory Part Proficient Part Proficient Proficient (586) Achievement Growth Percentile 69 85 Growth Level Growth Target High Very High Catch Up (71) Growth
  15. Advanced Reading ● Move Up Achievement Target DEMO Reading ● Scale Score Keep Up ● Target Proficient Growth Level Percentiles ● Very High 81st − 99th High 61st − 80th Part Proficient Typical 40th − 60th Low 20th − 39th Very Low 1st − 19th Unsatisfactory Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Scale Score 449 533 579 602 Achievement Level Achievement Target Unsatisfactory Part Proficient Part Proficient Proficient Proficient (620)/Advanced (661) Achievement Growth Percentile 69 85 74 Growth Level Growth Target High Very High High Keep Up (76)/Move Up (99) Growth
  16. Growth Models: What is their purpose? Describing Student Growth Next Steps References The Decade of Data Visualization New York Times http://www.smallmeans.com/ new-york-times-infographics/ Guardian UK http://www.theguardian.com/data Hans Rosling/Gapminder http://www.youtube.com/watch?v=jbkSRLYSojo Journalism in the Age of Data http://datajournalism.stanford.edu/ Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  17. Growth Models: What is their purpose? Describing Student Growth Next Steps References Web 2.0: Data Visualization and Social Networking With a collaborative spirit, with a collaborative platform where people can upload data, explore data, compare solutions, discuss the results, build consensus, we can engage passionate people, local communities, media and this will raise–incredibly–the amount of people who can understand what is going on. And this would have fantastic outcomes: the engagement of people, especially new generations; it would increase knowledge, unlock statistics, improve transparency and accountability of public policies, change culture, increase numeracy, and in the end, improve democracy and welfare. E. Giovannini, Chief Statistician, OECD. June 2007 Damian W. Betebenner Student Growth Percentiles and Growth Mindsets
  18. Growth Models: What is their purpose? Describing Student Growth Next Steps References References Betebenner, D. W. (2008). Toward a normative understanding of student growth. In Ryan, K. E. and Shepard, L. A., editors, The Future of Test-Based Educational Accountability, pages 155–170. Taylor & Francis, New York. Betebenner, D. W. (2009). Norm- and criterion-referenced student growth. Educational Measurement: Issues and Practice, 28(4):42–51. Damian W. Betebenner Student Growth Percentiles and Growth Mindsets