Educational performance comparison between the test Enlace 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 the results 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 estimation methods by various mathematical methods. Therefore, we conclude that what is taught in the classroom is reflected in the Enlace test.

Keywords: standardized test, standard deviation accumulated learning, mathematical methods.

Introduction
Since 2006 our country has implemented a system of performance evaluation of educational 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 with the 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 study aims 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 students of 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 that analyze the results of Enlace interpose consider their character and compare it with another measure of performance, such as student grades bimonthly. Through a request for 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

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 secondary level. 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 in secondary 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.
Unsuficient School State 23.1% 34.3% 25.6% 47.0% 21.2% 44.0% 23.8% 28.3% 12.5% 34.0% 0.0% 30.8% 40.7% 35.0% 19.0% 35.5% 18.6% 37.9% Country 27.8% 33.2% 30.9% 25.0% 24.9% 27.2% 30.8% 33.0% 28.6% School 30.8% 25.6% 21.2% 31.0% 28.1% 38.1% 25.9% 38.1% 46.5% ELEMENTAL State Country 32.6% 35.2% 47.0% 33.2% 44.0% 30.9% 32.5% 31.3% 40.6% 28.8% 32.9% 39.8% 35.2% 36.2% 40.3% 32.6% 36.2% 44.6% School 33.3% 35.9% 30.3% 31.0% 53.1% 47.6% 29.6% 26.2% 34.9% Good State 22.3% 30.5% 31.9% 24.1% 23.0% 23.4% 20.9% 20.7% 17.2% Country 25.3% 37.2% 39.6% 25.0% 26.2% 25.5% 22.2% 20.8% 20.3% School 12.8% 23.1% 39.4% 14.3% 6.3% 14.3% 29.6% 26.2% 34.9% Excellent State 10.8% 16.5% 19.2% 15.2% 11.7% 5.1% 20.9% 20.7% 17.2% Country 11.6% 21.0% 23.9% 14.8% 12.7% 7.1% 22.2% 20.8% 20.3%

2012 2011 2010 2012 2011 2010 2012 2011 2010

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 the performance of them. So our goal is to determine the degree of relationship between Enlace and bimonthly assessments, in particular, we study whether the ratings bimonthly 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 before taking 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 and management 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 are also determined by other factors. Therefore, we also estimate models where the independent variable is the Enlace test above. The following table shows the average

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 1 2 3 1 2 3 1 2 3 Average 2010 7.52 8.46 7.88 2011 7.55 8.25 8.01 2012 7.62 7.74 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 be used that Enlace applies jointly to all individuals between the third and fourth two months 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 the Enlace test using a simple linear regression model.

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 not correlated 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 average Enlace Bimonthly 2010-2012

Relationship Enlace and Average score Bimonthly

8.6 8.4 8.2 8 7.8 7.6 7.4 580 600 620 640 660 680 y = 0.0113x + 0.9212 R = 0.7054 Promedio Bimestral Lineal (Promedio Bimestral)

Based on the results we conclude that, ratings are important and measured bimonthly 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

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 the evaluation 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 is looking 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. 2. 1. 2. http://www.enlace.sep.gob.mx/ba/ http://www.enlace.sep.gob.mx/ba/uso_de_resultados/ http://201.175.44.203/Enlace/Resultados2010/Basica2010/R10CCTGeneral. aspx McCaffrey, D. F., J.R. Lockwood, D. Koretz, T. A. Louis, y L. Hamilton. 2004. Models for Value Added Modeling of Teacher Effects, Journal of Educational and Behavioral Statistics, Valued-Added Assessment Special Issue, 29(1): 67-101.