Student Test Score Data Research Articles

English Teaching Achievement Prediction by Big Data Analysis under Deep Intervention

Appropriate data analysis technology can make people use the online degree education, obtain the data and information generated in the learning management system, and provide a useful decision basis for optimizing the teaching and management process of online degree education. Data analysis technology can help English teachers better grasp students’ learning situations and progress and optimize management. First, data analysis methods and decision tree algorithms are analyzed. Second, in data mining technology, the C4.5 decision tree method is used to construct an English score prediction model. Through the analysis of English learning-related information such as questionnaires and collected student test score data, the prediction of English teaching performance is analyzed from the perspective of teachers’ in-depth intervention. The survey results are shown as follows: (1) The model is simulated and tested. The model’s prediction accuracy is 98.20%, 99.10%, 99.40%, 98.70%, and 98.90%, higher than the standard accuracy of 97.5%. Additionally, the average response efficiency of the model is 99.42%, which can be used. (2) The failure rate of boys’ final grades is 11%, and the failure rate of female students’ final grades is 10%. There is only a 1% difference in the final grade failure rate between male and female students. The effect of gender on teaching performance is less pronounced. (3) As the number of practice questions increases, the rate of failing grades decreases. Thus, the data suggest that the number of practice questions affects instructional performance. (4) Teachers’ intervention can improve students’ English achievement. Increasing the intensity of the intervention also improves student achievement. Therefore, the follow-up research should increase the number of practice questions and teacher intervention in English teaching. The English teaching achievement prediction suggestion based on big data analysis is put forward, providing a reference for prediction management.

Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than principal-led evaluation practices in three areas evaluation: (1) classroom observations, (2) assessments of teacher content knowledge, and (3) analysis of student test score data. We found that teacher-led evaluation is associated with more positive feelings of motivation and change in practice for all three evaluation areas, but particularly for assessments of teacher content knowledge and test score data analysis. Further, principals’ reported use of extrinsic motivational tools to reward or punish teachers based upon their evaluation was also negatively associated with teachers’ motivation and reports of positive change in practice.

PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP KEMAMPUAN MENGANALISIS KAIDAH KEBAHASAAN TEKS PROSEDUR PADA SISWA KELAS XI MA INTEGRAL HIDAYATULLAH MANOKWARI

This study aims to determine the ability of Class XI MA Integral Hidayatullah Manokwari students in analyzing the linguistic rules of procedure text. This type of research is a quasi-experimental carried out without a comparison group or class. The population in this study were all students of class XI and as a sample the experimental class was class XI MIPA 1 as many as 32 students. Sampling in this study was done randomly (simple random sampling) by lottery. Data was collected by using a written test technique. Student test score data were analyzed using t-test. Based on the results of hypothesis testing with a significant level of α = 0.05, it was obtained tcount > ttable = (4.86> 2.00) which means H0 is rejected and Ha is accepted. So it can be concluded that the students' ability to analyze the linguistic rules of the procedure text after applying contextual learning is significantly increased.

Investigating academic achievement of English medium instruction courses in Turkey

This article reports a quantitative study that investigated academic achievement in English medium instruction (EMI) courses at a public university in Turkey. Student test score data on EMI and Turkish medium instruction (TMI) courses as well as general English proficiency scores were collected in two academic divisions: the mathematical, physical, and life sciences (MPLS, N = 357); and the social sciences (N = 359). Analysis conducted at the macro (academic division), meso (academic department), and micro levels (academic program) showed subtle differences at each level. Overall, results were consistent: English language proficiency was a strong predictor of academic achievement of social science participants, whereas success in TMI courses predicted EMI success of MPLS participants. These results reinforce the notion that more language support should be given to social science students, whereas learning some content through TMI should be prioritized for MPLS students. Implications for language professionals and EMI practitioners are discussed, and suggestions are made for further research.

What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey

This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.

A New Mathematical Metric for Inclusive Excellence in Teaching Applied Before and During the COVID-19 Era

In this paper a novel metric for evaluating inclusive excellence in teaching is introduced and applied to students' performance in classes before and during the COVID-19 era. The novel metric, named the Inclusive Excellence Ratio (IER), is designed to simultaneously reflect the two desirable characteristics embraced by inclusive excellence teaching: strong student performance and low variation in performance across all students. The computation of the IER given student test score data is simple and straightforward: it is the statistical sample mean divided by the sample standard deviation. Consequently, the IER is high when the students' test scores are high and variance is low, suggesting it may provide a useful quantitative measure for those educational innovators seeking to experiment with new, effective teaching methodologies that boost inclusive excellence. The IER is applied to evaluate a posteriori student performance taken from cumulative aggregate data from the University of California, Irvine (UCI) undergraduate math finance classes involving 378 students over two academic years (2018 to 2020), spanning five quarters before and one quarter during the COVID-19 era of remote teaching at UCI. Conclusions are drawn and discussed comparing the quality of in-person teaching environments to remote teaching environments.

Analyzing Student’s Learning Interests in the Implementation of Blended Learning Using Data Mining

Blended Learning combines teaching and learning activities in the classroom and online teaching. In its implementation, this learning method requires a lot of data. One of them is the student's online test score data which can be used as an evaluation of learning. For this reason, in this study, data mining is used to determine the results of online student examinations as well as to determine student interest in learning about the implementation of Blended Learning. Data mining techniques are used in the logs of online learning session results, so that one can assess the online learning system used. By assessing the system, it can be identified which students who have studied hard and those who have not studied in the online exam. The series data used are student test score data on the State Polytechnic of Malang Learning Management System (LMS). The student score dataset is arranged based on variables in the Educational Process Mining (EPM) Dataset of UCI, which are obtained from teacher’s assignments. In addition, data mining classification is used to determine student interest in learning towards blended learning. In the process of data mining, comparative analysis is carried out using the features of the RapidMiner tool to carry out the process of student data for training and data validation. This process uses several algorithms along with student data which is divided into two sets for training and validation. From the results of data mining calculations produce a classification with minimum errors. From the test, the resulting linear regression algorithm has RMSE 0.000 and SE 0.000, while the neural network algorithm has RMSE 0.525 and SE 0.275.

Curriculum Reform in The Common Core Era: Evaluating Elementary Math Textbooks Across Six U.S. States

AbstractCan a school or district improve student achievement simply by switching to a higher‐quality textbook or curriculum? We conducted the first multi‐textbook, multi‐state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre‐CCSS editions, which may have been more varied in their content than post‐CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low‐cost, “silver bullet” intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal.

PENERAPAN METODE EKSPERIMEN PADA PEMBELAJARAN FISIKA SISWA KELAS X SMAN 3 LUBUKLINGGAU TAHUN PELAJARAN 2018/2019

Penelitian ini berjudul “Penerapan Metode Eksperimen Pada Pembelajaran Fisika Siswa Kelas X SMA Negeri 3 Lubuklinggau Tahun Pelajaran 2018/2019”. Tujuan penelitian ini adalah untuk mengetahui ketuntasan Hasil Belajar Fisika Siswa Kelas X SMAN 3 Lubuklinggau Tahun Pelajaran 2018/2019. Jenis penelitian ini adalah eksperimen semu yang dilaksanakan tanpa adanya kelompok atau kelas pembanding. Populasi dalam penelitian ini seluruh siswa kelas X IPA SMA Negeri 3 Lubuklinggau yang berjumlah 144 siswa dan sebagai sampel kelas eksperimen adalah kelas X IPA 2 sebanyak 36 siswa. pengambilan sampel dalam penelitian ini dilakukan secara acak (simple random sampling) dengan cara pengundian. Pengumpulan data dilakukan dengan teknik tes tertulis. Data skor tes siswa dianalisis dengan menggunakan uji-t. Berdasarkan hasil uji hipotesis dengan taraf signifikan α=0,05 diperoleh t_hitung> t_tabel = (8,76 > 2,00 ) yang berarti H_0 ditolak dan H_a diterima. Sehingga dapat disimpulkan hasil belajar fisika siswa kelas X IPA 2 SMA Negeri 3 Lubuklinggau Tahun Pelajaran 2018/2019 setelah menerapkan metode eksperimen secara signifikan tuntas.

The orphan impact: HIV-AIDS and student test scores from sub-Saharan Africa

ABSTRACT In sub-Saharan Africa over 52 million children are living with the death of one or both parents. Drivers of this parental mortality include afflictions at levels endemic to the region, including: HIV; malaria and other parasites; lower respiratory infections; diarrhoeal illnesses; and road accidents, among others. This paper examines the impact of orphanhood on learning outcomes among girls and boys in sub-Saharan Africa, conditional on school enrolment. By analysing test scores for approximately 60,000 pupils in 12 countries, we estimate the effect on student test scores by comparing paternal, maternal, and double orphans to non-orphans in the sample, specifically for the subjects of reading, mathematics, and HIV-AIDS knowledge. No previous study has analysed how orphanhood might influence learning by using student test score data, making this paper’s approach unique in the literature. This study employs two estimation techniques: Coarsened exact matching calculates the sample average treatment effect on the treated, while matching on students’ family structure, household wealth, school resources, and geographic location; and double lasso (DL) regression applies applying machine-learning for variable selection with high-dimensional controls for regional and school identifiers, school location, and student age. Our results show both CEM and DL consistently report a significant negative impact of orphanhood on test scores among specific countries, especially those which faltered in addressing the HIV-AIDS crisis.

The Effect of Quantum Teaching Learning Model on the Physics Learning Outcomes of Class X SMK Negeri 3 Lubuklinggau

The purpose of this study was to determine "The Effect of Quantum Teaching Learning Model on Physics Learning Outcomes of Class X Students of SMK Negeri 3 Lubuklinggau in 2018/2019 Academic Year". This research is motivated by the low student physics learning outcomes. The purpose of this study was to determine the effect of the pre-test post-test group design model. The population in this study were all grade X class of SMK Negeri 3 Lubuklinggau in the 2018/2019 academic year. Two classes were chosen by random sampling, namely class X TKJ II as an experimental class and class X TKJ I as a control class. Data collection techniques using test techniques. Student test score data were analyzed using the t test. Based on the results of post-test data analysis of the experimental class and the control class with a 0.5% confidence level obtained tcount = 6.9 and ttable= 2.00 because tcount>ttable, means the average score of the experimental class is greater than the control class, then it was concluded that there was a significant effect of the Quantum Teaching learning model on physics learning outcomes of class X students of SMK Negeri 3 Lubuklinggau in the 2018/2019 academic year.

Penerapan Model Direct Instruction pada Pembelajaran Fisika

This study aims to determine the completeness of physics learning outcomes class VIII SMP Ar-Risalah Lubuklinggau academic year 2017/2018 after applied Direct Instruction model. The type of research is quasi-experimental research, with the design used is one group pretest and posttest design. The population in this study is all students of class VIII SMP Ar-Risalah Lubuklinggau academic year 2017/2018. The sample of the study consisted of one class taken at random by drawing the class VIII.B. Technique of data collecting using technique of test. Student test score data were analyzed using t-test. Based on the results of the analysis of the final test data obtained t count = 2.84 greater than ttable = 1.703 with the average score of the final test of students amounted to 73.89 and the percentage of complete students reached 82.14%. So it can be concluded that the results of physics learning class VIII SMP Ar-Risalah Lubuklinggau academic year 2017/2018 after the implementation of Direct Instruction model significantly completed.
 Keywords: Direct Instruction Model, Learning Outcomes, Physics.

Using Student Test Scores to Measure Principal Performance

Expansion of the use of student test score data to measure teacher performance has fueled recent policy interest in using those data to measure the effects of school administrators as well. However, little research has considered the capacity of student performance data to uncover principal effects. Filling this gap, this article identifies multiple conceptual approaches for capturing the contributions of principals to student test score growth, develops empirical models to reflect these approaches, examines the properties of these models, and compares the results of the models empirically using data from a large urban school district. The article then assesses the degree to which the estimates from each model are consistent with measures of principal performance that come from sources other than student test scores, such as school district evaluations. The results show that choice of model is substantively important for assessment. While some models identify principal effects as large as 0.18 standard deviations in math and 0.12 in reading, others find effects as low as 0.0.05 (math) or 0.03 (reading) for the same principals. We also find that the most conceptually unappealing models, which over-attribute school effects to principals, align more closely with nontest measures than do approaches that more convincingly separate the effect of the principal from the effects of other school inputs.

'Use it or Lose It' Professional Judgment: Educational Evaluation and Bayesian Reasoning

This paper presents a Bayesian framework for evaluative classification. Current education policy debates center on arguments about whether and how to use student test score data in school and personnel evaluation. Proponents of such use argue that refusing to use data violates both the public’s need to hold schools accountable when they use taxpayer dollars and students’ right to educational opportunities. Opponents of formulaic use of test-score data argue that most standardized test data is susceptible to fatal technical flaws, is a partial picture of student achievement, and leads to behavior that corrupts the measures. A Bayesian perspective on summative ordinal classification is a possible framework for combining quantitative outcome data for students with the qualitative types of evaluation that critics of high-stakes testing advocate. This paper describes the key characteristics of a Bayesian perspective on classification, describes a method to translate a naive Bayesian classifier into a point-based system for evaluation, and draws conclusions from the comparison on the construction of algorithmic (including point-based) systems that could capture the political and practical benefits of a Bayesian approach. The most important practical conclusion is that point-based systems with fixed components and weights cannot capture the dynamic and political benefits of a reciprocal relationship between professional judgment and quantitative student outcome data.

Teacher Effects and Teacher Effectiveness: A Validity Investigation of the Tennessee Value Added Assessment System

This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the process of generating teacher effectiveness estimates in TVAAS and discuss policy implications of using these estimates for accountability purposes. Specifically, the article examines the TVAAS definition of teacher effectiveness, the mechanism employed in calculating numerical estimates of teacher effectiveness, and the relationships between these estimates and student ability and socioeconomic background characteristics. Our validity analyses point to several logical and empirical weaknesses of the system, and underscore the need for a strong validation research program on TVAAS.