SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
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I.2 What is the sampling frame (if any) from which<br />
the partipants are cho<strong>sen</strong>?<br />
I.3 Which method does the study use to select<br />
people, or groups of people (from the sampling<br />
frame)?<br />
Given the high expectations for performance-based<br />
assessments, the consequences of the uses and<br />
interpretations of the assessments need to be<br />
addressed,<br />
including both (a) negative and positive consequences<br />
and (b) intended and plausible unintended<br />
consequences. (p.2)<br />
Explicitly stated (please specify)<br />
elementary and middle schools covered by the<br />
MSPAP<br />
Explicitly stated (please specify)<br />
A stratified random sampling procedure was used to<br />
select schools for the study.<br />
As a way to implement this procedure, the schools<br />
in the population were<br />
first classified into one of three categories on the<br />
basis of their percentile rankings<br />
for the free or reduced-price lunches participation<br />
variable and the<br />
MSPAP performance gains variable: lower third,<br />
middle third, and upper third.<br />
On the basis of a cross-classification of these two<br />
variables (nine combinations<br />
or cells), the percentage of schools reflecting<br />
combinations of the variables varied<br />
from approximately 8% to 14%. Elementary and<br />
middle schools reflecting<br />
each of the combinations were then randomly<br />
sampled. More elementary<br />
schools were selected because they have fewer<br />
teachers per grade than those in<br />
the middle schools.<br />
I.4 Planned sample size Explicitly stated (please specify)<br />
The final samples for this study consisted of 86 of<br />
90 schools for mathematics and language arts<br />
(reading and writing), 116 of 161 schools for science,<br />
and 111 of 161 schools for social studies.<br />
More elementary<br />
schools were selected because they have fewer<br />
teachers per grade than those in<br />
the middle schools.Additional schools were randomly<br />
selected as potential replacements for<br />
schools whose administrators declined the offer to<br />
participate. Finally, because contact with schools<br />
regarding their participation<br />
in the study could not be initiated until January<br />
1997, the sample size for the<br />
1996–1997 instructional year was smaller than the<br />
sample size for the<br />
1998–1999 instructional year.<br />
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