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Educational performance comparison between the testEnlace and grades bimonthly

Hugo Aguilar1, Ana Lilia Alejandre1, Gemma Corzo1

1 Instituto Andes Tuxtla,Chiapas, Mexico

Abstract. The following article aims to measure the relationship between theresults of a nationally standardized test, called Enlace, with tests administered

bimonthly classroom level. The results for the mathematics imply that a

standard deviation increase in the accumulated learning measured bimonthly

testing increases Enlaces test result. The result is robust to different estimationmethods by various mathematical methods. Therefore, we conclude that what istaught in the classroom is reflected in the Enlace test .

Keywords: standardized test, standard deviation accumulated learning, mathematicalmethods.

Introduction

Since 2006 our country has implemented a system of performance evaluation ofeducational achievement based on a standardized score that is measured by the

National Assessment of academic achievement in all schools known as Enlace. This

test has been since its inception the standard of educational performance in Mexico

and evolution. However, standardized tests have serious difficulties associated withthe interpretation of the results since they can be subject to errors or inflation results.

The Enlace test is subject to these difficulties and little has been done to try to

make sense of the results, and check that the test actually measures. The present studyaims to measure the degree to which the test Enlace is related to bimonthly grades

obtained by students throughout the school year (in the field of mathematics

specifically). The analysis covers all primary education students Andes Tuxtla

Institute, City of Tuxtla Gutierrez, Chiapas, for the period 2010-2012.

Enlace results have generated several questions about the performance of studentsof the institution, whether it should or should not apply the test or if the results should

be subject to financial compensation for teachers. However, there are few studies thatanalyze the results of Enlace interpose consider their character and compare it with

another measure of performance, such as student grades bimonthly. Through a requestfor information we constructed a database that allows tracking the score obtained by

high school students in the test Enlace with bimonthly qualifications in the same year.It is noteworthy that relate the test Enlace math area with their corresponding

bimonthly test. Enlace has a unique identifier for each individual, allowing appending

their qualifications bimonthly, whose information is confidential and not known any


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other study that has it. With this information it is possible to analyze the qualifications

Liaison bimonthly and the same individual between 2010 and 2012 for the secondarylevel.

The Enlace test has focused on evaluating the educational performance of students.

Academic Performance measurement is the cornerstone for the implementation of

educational policies because not only evaluates the student but also analyze the

factors affecting the performance of schools.Therefore, this work represents an important contribution to understanding the

relationship between standardized tests, such as Enlace, and knowledge in the

classroom, as bimonthly tests. The Andes Institute has more than 120 students insecondary education, where the system is private support (see Table 1).

Table 1. Percentage of students at each level of achievement by grade level

material to high school math.

Enlace is to evaluate the knowledge and skills of the students, however, these are

evaluated five times during the school year by tests administered bimonthly school

and grade level. In terms of student learning is not clear which test better reflects theperformance of them. So our goal is to determine the degree of relationship between

Enlace and bimonthly assessments, in particular, we study whether the ratingsbimonthly before taking the test determine Enlace somehow, your score. I would

suggest that what is taught in the classroom is relevant to other tests with different

domain.

To avoid comparing different test scores are standardized all results at group level.After standardizing the results estimated models where the dependent variable is the

scores of Enlace and main independent variable is a bimonthly average score beforetaking the Enlace test.

If the transfer of learning between tests is high, then hope it is also plain

econometric relationship. That is, if both tests measure the same knowledge andmanagement of students on tests were the same, then we would expect the

relationship between bimonthly and Liaison tests were equal or close to one.

However, this null hypothesis can be inappropriate if the scores on the Enlace test arealso determined by other factors. Therefore, we also estimate models where the

independent variable is the Enlace test above. The following table shows the average

Unsuficient ELEMENTAL Good Excellent

School State Country School State Country School State Country School State Country

1

2012 23.1% 34.3% 27.8% 30.8% 32.6% 35.2% 33.3% 22.3% 25.3% 12.8% 10.8% 11.6%

2011 25.6% 47.0% 33.2% 25.6% 47.0% 33.2% 35.9% 30.5% 37.2% 23.1% 16.5% 21.0%

2010 21.2% 44.0% 30.9% 21.2% 44.0% 30.9% 30.3% 31.9% 39.6% 39.4% 19.2% 23.9%

2

2012 23.8% 28.3% 25.0% 31.0% 32.5% 35.2% 31.0% 24.1% 25.0% 14.3% 15.2% 14.8%

2011 12.5% 34.0% 24.9% 28.1% 31.3% 36.2% 53.1% 23.0% 26.2% 6.3% 11.7% 12.7%

2010 0.0% 30.8% 27.2% 38.1% 40.6% 40.3% 47.6% 23.4% 25.5% 14.3% 5.1% 7.1%

3

2012 40.7% 35.0% 30.8% 25.9% 28.8% 32.6% 29.6% 20.9% 22.2% 29.6% 20.9% 22.2%

2011 19.0% 35.5% 33.0% 38.1% 32.9% 36.2% 26.2% 20.7% 20.8% 26.2% 20.7% 20.8%

2010 18.6% 37.9% 28.6% 46.5% 39.8% 44.6% 34.9% 17.2% 20.3% 34.9% 17.2% 20.3%


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results of the review Enlace from the year 2010 until 2012 and grade of the students

of the Institute Andes.

Table 2. Average score achieved on the Enlace test per year per grade level

Grade Points Average

2010

1 594 74.25%

2 658 82.25%

3 614 76.75%

2011

1 595 74.38%

2 631 78.88%

3 628 78.50%

2012

1 591 73.88%

2 630 78.75%

3 591 73.88%

The following table shows information bimonthly scores of students in the third

quarter.

Table 3.Puntaje average achieved in the Enlace test per year per grade level

Grade Average

2010

1 7.52

2 8.46

3 7.88

20111 7.55

2 8.25

3 8.01

2012

1 7.62

2 7.74

3 7.88

The objective is then to analyze the extent to which the academic performance of

students on tests bimonthly is reflected on the Enlace test score. The strategy to beused that Enlace applies jointly to all individuals between the third and fourth twomonths of the school year. In total there are three levels to assess the mathematics.

We also have information each quarter.

Therefore we will take the results of bimonthly averages before they take theEnlace test using a simple linear regression model.


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Hierarchical models: methodology McCaffrey

McCaffrey methodology as due to the structure of schools this model is appropriate

for capturing the variance between schools, assuming that the random effects are notcorrelated with the explanatory variables. Having the equation:

= ++

Taking and standardized scores of two tests (Enlace and bimonthly

scores of student i in grade g in school k. When is close to one learning period

remains at the following naming as well as the effect student-teacher because it

represents the variation in test scores attributable to the qualifications Enlace

bimonthly, which depend on the performance of both the student and the teacher.

Coefficient is the midpoint of the grade g in school k, while are all persistent

effects associated with each student.

Results

The results to introduce the model McCaffrey below in the following graph

Graph 1.Linear Regression Adjustment score values obtained and the averageEnlace Bimonthly 2010-2012

Based on the results we conclude that, ratings are important and measuredbimonthly indeed permanent knowledge to spread it studies the Enlace test score. The

sum of the estimated coefficients are close bimonthly qualifications to 0.71 standard

y = 0.0113x + 0.9212

R = 0.7054

7.4

7.6

7.8

8

8.2

8.4

8.6

580 600 620 640 660 680

Relationship Enlace and

Average score Bimonthly

Promedio

Bimestral

Lineal (Promedio

Bimestral)


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deviations, which would, in principle, that the test results reflex that Enlace the use of

students in class. If grades were bimonthly full measure, then also the results of theevaluation would be complete in Enlace test.

Conclusion

Using confidential data can make estimates in which what is sought is to improve

the quality of school education, the main purpose is not to criticize the educational

model of the state, much less the educational model of the institution, it really islooking for find a solution to the lack of education, which is obtained by improving

the plans and programs in math.We can also observe that improved student-teacher ratio, we can see that these

relationships can improve students' academic performance.

References

1. http://www.enlace.sep.gob.mx/ba/2. http://www.enlace.sep.gob.mx/ba/uso_de_resultados/1. http://201.175.44.203/Enlace/Resultados2010/Basica2010/R10CCTGeneral.

aspx

2. McCaffrey, D. F., J.R. Lockwood, D. Koretz, T. A. Louis, y L. Hamilton.2004. Models for Value Added Modeling of Teacher Effects, Journal ofEducational and Behavioral Statistics, Valued-Added Assessment Special

Issue, 29(1): 67-101.

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