Evaluating Academic Progress without a Vertical Scale. Research Report. ETS RR-12-07

Autor/inn/en	Yen, Wendy M.; Lall, Venessa F.; Monfils, Lora
Titel	Evaluating Academic Progress without a Vertical Scale. Research Report. ETS RR-12-07
Quelle	In: ETS Research Report Series, (2012), (64 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Foreign Countries; Scaling; Item Response Theory; Test Interpretation; Scores; Educational Assessment; Academic Achievement; Least Squares Statistics; Regression (Statistics); Hierarchical Linear Modeling; Elementary Secondary Education; Correlation; Student Evaluation; Longitudinal Studies; Progress Monitoring; Evaluation Methods; Semitic Languages; English; Comparative Analysis; Grade 6; Grade 8; Sample Size; Qatar + Suchen Sie Ihr Suchwort? Ausland; Scale construction; Skalenkonstruktion; Item-Response-Theorie; Test analysis; Testauswertung; Education; assessment; Bewertungssystem; Schulleistung; Regression; Regressionsanalyse; Korrelation; Schulnote; Studentische Bewertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Arabisch; Hebräisch; English language; Englisch; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Katar
Abstract	Alternatives to vertical scales are compared for measuring longitudinal academic growth and for producing school-level growth measures. The alternatives examined were empirical cross-grade regression, ordinary least squares and logistic regression, and multilevel models. The student data used for the comparisons were Arabic Grades 4 to 10 in Qatar, and results were examined in the scale score and performance level metrics. It is found that vertical scales and cross-grade regressions can show different results at the individual student level, but at the school level, the different measures of growth were strongly correlated, particularly in the scale score metric. Differences between the methods appear more likely in the performance level metric than the scale score metric and for grade pairs with more extreme performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01