Valid Reliability & Reliable Validity

Student Achievement Concepts:

1. Reliability Comes by Default of Validity

     LeBlanc (2009,) discusses an assessment may be reliable, but this does not mean it is valid, a valid assessment though does guarantee reliability. This concept is important to be mindful of when establishing the validity and reliability of an assessment and an action plan for student achievement. If enough reflection and review of the validity of an assessment/plan is taken into account, prior/post administration of the assessment/plan, then the level of reliability will be appropriate and sufficient. Educators need to have the flexibility and comprehension to ensure student achievement is occurring measuring up to a higher level of validity.

2. High Validity

     LeBlanc (2009), also discussed the validity of high-stakes tests and their validity having a correlational coefficient of at least 0.8 (a high positive correlation). LeBlanc is implying a high level of validity must be established by these tests to ensure student achievement. Listed below are questions an educator must ask themselves and/or others concerning high validity for student achievement.

The questions a reflecting teacher should expect/review when determining high validity for an assessment:

1. Does this particular reading test meet the instructional objectives reflected on by the assessing teacher?
2. Does the reading content presented by the teacher reflect upon the content presented to the students?
3. Has the appropriate cognitive reading level been established by the assessing teacher and reflected upon?
4. What will be the proper scoring criteria (rubric, etc.) used for this reading test?

The questions a reflecting teacher should expect/review from their students' responses during and after the given assessment:

1. What observations will the teacher make during the assessment period?
2. (Reflection) After the assessment period, what observational changes need to be made during the assessment?
3. What questions should a teacher ask student(s) (interview) post-assessment time, for future consideration and reflection?
4. What are the potential consequences prior, during, and after the assessment, pluses and deltas?

3. Measurement of Error

     Kizlik (2011), mentions we measure to obtain information about what is, and such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. It is crucial to remember there is always a measurement in error regardless what is being measured (quantitative and/or qualitative gathered data). So even these established rules and standards we measure by, there maintains an error of measure. Educators need to remember, error is underestimated (McMilan 2000). To maximize a high level of student achievement we, as educators, must remember to minimize the measurement of error for our students through our assessments and action plans.


Teacher & Administrators Concepts:

1. Assessment is inherently a process of professional judgment.

     Whether that judgment occurs in constructing test questions, scoring essays, creating rubrics, grading participation, combining scores, or interpreting standardized test scores, the essence of the process is making professional interpretations and decisions (McMilan 2000). We as educators, in our differing judgment(s), need to remember being objective is relative to the defining individual. Understanding this principle helps teachers and administrators realize the importance of their own judgments and those of others in evaluating the quality of assessment and the meaning of the results (McMilan 2000). The essence of wisdom is the action educators take to ensure a high quality of achievement for students and themselves professionally.

2. Assessment decision-making is influenced by a series of tensions.

      Competing purposes, uses, and pressures result in tension for teachers and administrators as they make assessment-related decisions (McMilan 2000). Educators are consistently under pressure concerning critical assessment-related decisions. I assume, each school is different in their approach to the decisions made and the results discovered. We must remember, that we will try to accommodate all the tensions that exist, but in the end results to optimize our educational environments, trade-offs are inevitable (McMilan 2000).

3. Assessment influences student motivation and learning.

     What is the nature of feedback, and when is it given to students (McMilan 2000)? According to LeBlanc (2009), student feedback should always be accomplished and presented immediately-to soon after the attempted assessment. How does assessment affect student effort (McMilan 2000)? In my observations, if the expectations were high initially prior to the student(s) attempting the assessment, then post-attempt, those students who felt they under achieved persevere (regardless of debate) as expected. Answers to such questions help teachers and administrators understand that assessment has powerful effects on motivation and learning (McMilan 2000). McMilan (2000), states for example, recent research summarized by Black & Wiliam (1998) shows that student self-assessment skills, learned and applied as part of formative assessment, enhances student achievement.

References

Kizlik, B. (2011). Measurement, Assessment, and Evaluation in Education. ADPRIMA. Retrieved March 1, 2011 from http://www.adprima.com/measurement.htm

LeBlanc, P. (2009). Key Ideas in Validity and Reliability for Teachers. Southeastern University. Retrieved March 1, 2011 from http://www.youtube.com/watch?v=IF-oeuidRuU

McMilan, J. H. (2000). Fundamental Assessment Principles for Teachers and School Administrators. Practical Assessment, Research & Evaluation, 7(8). Retrieved March 1, 2011 from http://PAREonline.net/getvn.asp?v=7&n=8

Research with Benefits

As a student working on my internship project, the one benefit that currently stands out to me, is an appreciation for the time and effort taken, by individuals and/or groups, to discover and/or add-on to the research that hopefully benefits all it pertains too. The time spent on reflecting on what to research, how to research it, where to start, when it should be completed by or if ever, why is it important, who will it affect/not affect, and how does one research to give coherence to an educated audience, is awesome task and accomplishment in my estimates.

I can truely apprecite the segments from the videos discussing how to 'fill the gap' or 'the missing puzzle piece'. I admire the cognitive learning that takes place when performing the research, from the cyclic reflections to the fomalizing of coherent transitional thoughts and ideas brought into summary. Dr. Classen, from NC St.,  mentioned in the second video that in developing our own ideas while conducting the research, we are picking up a story and adding on to it, or as I would note, telling a story with a enligtened factual twist. Again our research will fill in the gap(s) or become a solved puzzle piece to the larger inter-webbed picture of a topic.

I like to know that I am a critical-independent thinker and will be looking for the relevance/difference/agreement/disagreement between the sources of information I use to explore. I will find what is critical and significant to the research and what is unecessary. I will see the agreements and disagreements between th esources, and what source aligns to others and who it opposes. In all fairness, being new at this process, I will try and do my best to decifer truth from fiction and separate the flaws from fact, so that it may not inhibit my research process and analysis.

Round Robin

Quan vs. Qual vs. Action Research

Video 2: Horowitz

There is one line that was mentioned by Horowitz that I believe gets to the point concerning research, "...questions drive the method, not the method driving the questions." When I was in elementary school, we had an half hour a day to read whatever we wanted. I chose to read the choose your own adventure Dundgeon and Dragons books. Why? because my choices led to a newly discovered outcome every time I went on these literary journeys. Our questions, concerning research should do the same, lead to new discoveries with the questions we derive. Our questions will lead to new acquired information only if we use them properly to drive the method.

Videos 4 & 5: Dr. A.G. Picciano

Dr. Picciano did an excellent job describing the different aspects of quantitative and qualitative data. I learned something new about each of the methods that will help guide me concerning my projects to come.
As far as quantitative research, I was familiar with the mathematical related concepts and the descriptive/correlational/experimental/survey research, but Ex Post Facto research (newly learned) will definitely be implemented in my future projects. As far as qualitative data, essence (who, what, why, where, when, how) was mentioned. Of course I have heard of these one-word questions before, but to describe them all in one word helps simplify the research process. The essence of the research should drive the method.

Video 6: Participatory Action Research (Military)

This explanation of his dissertation is highly helpful in understanding the direction of the action research process. His points from the visual concerning creating a adaptive curriculum, will help me comprehend the goals to achieve form my research. It is interesting it will take cycles (as mentioned in video 7) to acquire the results. PAR is a tremendous path of direction to follow to understand change and and potential improvement of educational practices. The action research results (1st-3rd persons) will be used in my research practices as well. I did not realize before this video information, I was already using these practices in prior surveys and questionnaires I have used in the past. The section discussing stories and data is useful in relating the results in a more appetizing informative format. Data becomes stories and I can analyze the data for stories.

Current e-Vents

Summary: Resegregation: What's the Answer?

No Half Steps, No Equivocation
The resurgence of segregation in public schools has led some to believe solutions to this problem must be dealt with from higher levels (The White House). Incentives (more carrot dangling) should be introduced to entice schools to cope with the problem. Boston schools, were incentive programs have been used, have produced positive results. At least 90% of the students are graduating and heading to higher education. Minority parents do feel integrated classrooms are beneficial to their children building relationships across socioeconomic boundaries and seeing their children suceed in the classroom and beyond. Short term and long term strategies (A White House introduced system of Incentives, supposedly the money is available...) can be effective. The short term strategies can be implemented quite quickly, where the long term strategies (zoning laws, racial steering, etc...) may never be seen in our lifetime.

Insist on Excellence for All
For African-American children, attending white schools was a birth right to better education, not so much for white companionship. Resegregation is continuing to happen all around. Whites left the urban neighborhoods to the blacks. Housing is an issue for minorities, mostly centered around the urban schools. Just because a school has whites does not mean they should have the better educational environment. There are three key components to success in a school where there is a trinity of strong relationships between the parents, administrators, and parents: This is important, you can do it, and we will not give up on you (Tatum, 2010). The opportunities for minorities must extend beyond the classrooms of desegregating conformity.

Connect Students to Society
We cannot ignore the dangers of segregation even in urban school districts, where it not may be a priority of the attending administration. Advocation of equality from different advocacy groups nationwide, could be a huge help for assisting minority students in receiving equal education opportunities as whites. Opportunities more easily accessible to all students of any color will stregthen our educational system.

Address Housing Equity
The political climate and low-income housing has alienated and forced a concentration of low-achieving minority/ethnicity students to be none the less closer to closing the achievement gap. Leaders of a community need to create dual-immersion schools (middle school grades) in the inner cities. By doing so, the cultural gap will close naturally, helping to ignite the achievement gap to a close. To change the situation over the long run, we must (1) increase subsidized housing; (2) locate it in places that will give children access to strong integrated schools; and (3) reassign students to schools that will integrate them racially, socioeconomically, and linguistically (Gandara, 2010). I hope legislators have been lifting weights, for they have some mountains to move.

Reference

Eaton, S., Gandara, P., Kozol, J., & Tatum, B. D. 2010. Resegregation: What's the Answer?
No Half Steps, No Equivocation, Insist on Excellence for All, Connect Students to Society, & Address Housing Equity. Retrieved November 12, 2010 from the Educational Leadership website http://ascd.org/publications/educationalleadership/nov10/vol68/num03/Resegregation@-What's-the-Answer%C2%A2.aspx


Summary: Longitudinal Data Systems in Education


Executive Summary
The ultimate goal is to ensure that state education systems are preparing students for long-term success in college, postsecondary training and the workplace (Longitudinal Data Systems in Education, 2010). Some states may miss out on the opportunity to have their school information stored in one digital warehouse. With SAS, information gaps among key educational agencies need no longer exist, and decision makers can be armed with the accurate data they need to make proactive decisions and effective education policies (LDS in Edu., 2010).

Drivers of LDS
A robust LDS initiative includes linked student records, teacher records, test scores, course selection, finances, certifications, licensure, salary and more (LDS in Edu., 2010). The primary point is to optimize educational decisions and outcomes.

Barriers to LDS (Political & Technical)
Legislative
     -Funding (The economy in general)
     -Leadership (Political leaders and their views are progressive)
     -Laws (Prohibit student information being displayed across large networks)

Security
The stakeholders need to know that the sensitive information will be secure from hackers and/or leaked to the wrong parties. My question...what if third parties, companies that market to teenagers, get hold of this information? It is analagous to insurance companies having our genetic codes!

Collecting and Implementing Data
This is a large scale challenge that takes crucial time. Integrating the data, would enable states to transform and combine disparate data, remove inaccuracies, standardize on common values, parse values and cleanse dirty data to create consistent, reliable information (LDS in Edu., 2010). Some agencies may block data from being released to all other agencies.
Scalability & Reporting Challenges
It is going to take crucial time to provide a structure that allows for this massive digital warehouse of educational information. All agencies must work together to achieve this structure to ensure it runs smoothly and cooperatively. Centralizing the data for usage can be useful to all using the information.

Successful Models (Industry & Government) & Accelerating LDS Initiatives
Getting agencies in education up to speed is the key. Businesses have been doing this for years, patience will be needed at all educational levels for success. The speed of the analytics is the key, can schools use the data efficiently? A smooth transition of information, over a period of time, as technologies are introduced and brought up to speed.

Critical Components
-Data Integration-
     Enables organizations to integrate data from any source and in any format (LDS in Edu., 2010).
-Analytics-
     Once state education departments bring their data together using SAS Data Integration,
     they can apply analytics to answer questions, solve problems and make data-driven
     decisions (LDS in Edu., 2010).
-Reporting
     SAS solutions can make compliance reporting straightforward, complete with backup data in which    users can have confidence. They also empower all users by giving them self-service access to reports on a  need-to-know basis while respecting the need for IT control of the underlying data and access controls. At the same time, data can be shared across departments and districts from a centralized repository, eliminating the need to maintain data, security and metadata in several places and formats. This simplified data sharing can encourage and enable collaboration among policy analysts, administrative leadership and more (LDS in Edu., 2010).
-Most important...School Solutions...someone has to make the crucial decisions
      -Leverage existing hardware, software, data and human resources (LDS in Edu., 2010).    
      -Take an iterative approach to implementation by starting with your most pressing
        needs and build on your successes over time (LDS in Edu., 2010).    
      -Adapt readily to platform changes, database additions and changing school
       system requirements, so there’s no worry about outgrowing the system over time (LDS in Edu., 2010).

References

Longitudinal Data Systems in Education 2010. Retrieved November 12, 2010 from the Educational Weekly website http://www.edweek.org/ew/index.html
Longitudinal Data Systems in Education 2010. Retrieved November 12, 2010 from the Educational Weekly website http://www.accelacomm.com/jaw/EWHP/53/51153520/

Diverslemma

Q: What are the two most challenging issues that you deal with, in regards to special education or with student 504's?

A: "First, most of the students at Trinity are hands on learners (kinetic learners) – the biggest challenge is making sure the teachers are using hands on teaching techniques in the class room as they teach the material. The second – that the staff continually reinforces hands on STUDY SKILLS. Students need constant reinforcement to apply all the skills we taught in Sept." - Principal Bruce Corwin, Trinity Prep HS 10/16/10


Q: Any further comment or explanation?
A: "None at this time." - Principal Bruce Corwin, Trinity Prep HS 10/16/10

At TPHS we do our best to accomodate all students and their diversities. The survey to be administered this week will shed a better light on how well we are meeting their/those diverse needs in hopefully all areas.

"If you have an apple and I have an apple, and we exchange apples, we each have an apple. If I have an idea and you have an idea, and we exchange ideas, then we each have two ideas." ~ George Bernard Shaw

$pecial Floodgates of Care

Summary:

The U.S. Supreme Court ruled in favor of an Oregon family, 6-3, that they can sue the local public school district, their son attended, to cover the cost of the private school he attended. The public school determined he he did not qualify for their special education services at the time. According to some, minimal care given by the school district, could have avoided his care (residential) at the private school. The private school is approximately $60K a year. An attorney representing the Forest Groves School District (the public school), said the family, "acted unilaterally, and forfeited any reimbursement!" There was no notice to Forest Groves District of this decision to move the boy. The floodgates are open, according to some, for more families to use this case to sue public school districts into paying for their unilateral decisions also. On the bright side, some feel this situation will encourage school districts to cooperate/communicate with parents in a more professional manner.

My Verdict:

Who are we to judge families and the decisions they make? This family felt it was best to move their child to a costly private school. This situation is somewhat analagous to the Lebron James drama that occured over the summer...Yes, he should have informed the Cavaliers owner, Dan Gilbert, of his decision prior to the airing of, 'The Decision,' on ESPN,' just as the family probably should have informed the school district. Lebron, like this family, did make a unilateral decision, so what? Again, who are we to judge what Lebron feels is the best decision to take his talents to South Beach, and play for the Heat, and what environment this family feels is best for their son and his educational needs. Both of these situations, show that when a decision is to be made, people sometimes do what they feel is in their best intentions, regardless of adivice or prior sought out advisement...that is interesting, eerily similar to how some educational administrators make decisions...i.e. Cut-Throatson Academy???

References:

Abramson, Larry. "Justices Rule For Parents Of Special Ed Student." NPR : National Public Radio : News  & Analysis, World, US, Music & Arts : NPR. Web. 16 Oct. 2010. http://www.npr.org/templates/story/story.php?storyId=105797012

"NPR Media Player." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 18 Oct. 2010.

http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=105797012&m=105796997

Eduevolution

A quote I adhere to most often, "Everything in moderation." Not true when it comes to knowledge and the pursuit of it. I know all of the videos enhanced my eagerness and desire to help build a better education system. My trilemma is determining three videos to focus on and discuss. TED, the U.S. Education Problem, and Adult Literacy shined above all the others, when it came down to deciding. I do agree, due to my experiences with technology, that digital engagement is the turnpike into the hearts and minds of digital imigrants and natives. Largely by the digital route, we as teachers will see a change in our pedagogical dna. If I were prinicipal and applied the content from the videos to what my school would look like and how it would be run, then I believe people would say that goes against the norms and the invalid standardized testing that takes place every year in U.S. Schools.

Mr. Baraniuk and Sir Robinson would be my left and right hand consultants at Lambwood Leadership Prep High. Yes, that is correct, I have a named already picked out for my private high school of leadership. The possibilities are endless for acquiring knowledge and high-level learning achievement; open source learning, a knowledge ecosystem, and where a student becomes an educational DJ. A place where every progressive source of knowledge is continuously harvested and made available to all. For example, imagine no more math text books, digital texts instead with every equation available for practical usage anytime anyplace. I like what Mr. Baranuik said about creative commons, it needs to be used and free to all for use. By having such an institution, a learning revolution of innovation would take place that would feed the spirits of these future leaders. I agree with Sir Robinson's notion that we need to create this agricultural model of education, through which an organic process can proceed, personalizing education to the individual. All of this accomplished with technology in and out of the classrooms.

The video stated, the U.S. Education Problem, discusses jobs being outsourced and how we need to incorporate interlocalism support, a two way street of educational altruism. At LLPHS, we would develope and support interlocalism through encouraged volunteerism, community outreach, and technological donation. In my opinion, only through this kind of support can an educational system get to a high level of success and achievement. My school would support the community infrastructure, so that we can be progressively building from the inside, that would eventually lead to securing the outside community. As mentioned in the video stated, Adult Literacy, through the rigorous academics and project based learning at LLPHS, we would conquer embarassment trumped by bad behavior, facilitate the language of content areas, and develope leading student facilitators. LLPHS would be run by PARR; Participation in community, Altruism toward all, Respect for all cultures and climates, and Responsibility for others first, then thyself.

Since I am a chair of math department, it is only fitting that this video and its many statistics be added to our class video library, you've got love numbers:
     http://www.youtube.com/watch?v=vPO_HGafBsE
My thoughts:
     The video asks one question at the end...what does this all mean? To me...hope, infinite probabilities, optimization of time and resources, a more complete cognitive planet. As we know though, equations have balance...there is a book I am currently reading called the The Dumbest Generation; Don't Trust Anyone Under 30. In the book, Dr. Mark Bauerlein from Emory University, discusses the shocking statistics concerning young adults and teens not interested in having educational leisure. He mentions that in todays world there are far more places of information access than in the past century, and our youth and young adults today, don't care to use the technology, books, and museums, for example, for educational purposes. This is a scary notion...yes, technology can help, but you have to know how to use the tools available. If we as country don't embrace the digital gadgets our students are using, in and out of class, then we will become the Dumbest Generation(s) for not fighting the good fight with our student's digital weapons of learning.