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通过对进步测试中学生成绩的跨机构比较进行基准测试。

Benchmarking by cross-institutional comparison of student achievement in a progress test.

作者信息

Muijtjens Arno M M, Schuwirth Lambert W T, Cohen-Schotanus Janke, Thoben Arnold J N M, van der Vleuten Cees P M

机构信息

Department of Educational Development and Research, Faculty of Medicine, Maastricht University, Maastricht, The Netherlands.

出版信息

Med Educ. 2008 Jan;42(1):82-8. doi: 10.1111/j.1365-2923.2007.02896.x.

Abstract

OBJECTIVE

To determine the effectiveness of single-point benchmarking and longitudinal benchmarking for inter-school educational evaluation.

METHODS

We carried out a mixed, longitudinal, cross-sectional study using data from 24 annual measurement moments (4 tests x 6 year groups) over 4 years for 4 annual progress tests assessing the graduation-level knowledge of all students from 3 co-operating medical schools. Participants included undergraduate medical students (about 5000) from 3 medical schools. The main outcome measures involved between-school comparisons of progress test results based on different benchmarking methods.

RESULTS

Variations in relative school performance across different tests and year groups indicate instability and low reliability of single-point benchmarking, which is subject to distortions as a result of school-test and year group-test interaction effects. Deviations of school means from the overall mean follow an irregular, noisy pattern obscuring systematic between-school differences. The longitudinal benchmarking method results in suppression of noise and revelation of systematic differences. The pattern of a school's cumulative deviations per year group gives a credible reflection of the relative performance of year groups.

CONCLUSIONS

Even with highly comparable curricula, single-point benchmarking can result in distortion of the results of comparisons. If longitudinal data are available, the information contained in a school's cumulative deviations from the overall mean can be used. In such a case, the mean test score across schools is a useful benchmark for cross-institutional comparison.

摘要

目的

确定单点基准评估和纵向基准评估在学校间教育评价中的有效性。

方法

我们进行了一项混合的、纵向的横断面研究,使用了来自3所合作医学院校的所有学生毕业水平知识的4次年度进步测试在4年中的24个年度测量时刻(4次测试×6个年级组)的数据。参与者包括来自3所医学院校的本科医学生(约5000名)。主要结局指标涉及基于不同基准评估方法的学校间进步测试结果比较。

结果

不同测试和年级组之间学校相对表现的差异表明单点基准评估的不稳定性和低可靠性,由于学校-测试和年级组-测试交互效应,其容易受到扭曲。学校均值与总体均值的偏差呈现不规则、嘈杂的模式,掩盖了学校间的系统差异。纵向基准评估方法可抑制噪声并揭示系统差异。每个年级组学校累积偏差的模式能够可靠地反映各年级组的相对表现。

结论

即使课程具有高度可比性,单点基准评估也可能导致比较结果失真。如果有纵向数据,学校与总体均值的累积偏差中包含的信息可用。在这种情况下,各学校的平均测试成绩是跨机构比较的有用基准。

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