A Summary of Models and Standards-Based Applications for Grade-to-Grade Growth on Statewide Assessments and Implications for Students with Disabilities. Research Report. ETS RR-10-14

Autor/inn/en	Buzick, Heather M.; Laitusis, Cara Cahalan
Institution	Educational Testing Service
Titel	A Summary of Models and Standards-Based Applications for Grade-to-Grade Growth on Statewide Assessments and Implications for Students with Disabilities. Research Report. ETS RR-10-14
Quelle	(2010), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Student Improvement; Accountability; Models; Scores; Scaling; Educational Indicators; Federal Programs; Measurement; Testing Accommodations; Difficulty Level; Longitudinal Studies; Alternative Assessment; State Standards; Standardized Tests + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Verantwortung; Analogiemodell; Scale construction; Skalenkonstruktion; Educational indicato; Bildungsindikator; Messverfahren; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schwierigkeitsgrad; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Standadised tests; Standardisierter Test
Abstract	Recently growth-based approaches to accountability have received considerable attention because they have the potential to reward schools and teachers for improving student performance over time by measuring the progress of students at all levels of the performance spectrum (including those who have not yet reached proficiency on state accountability assessments). While the use of growth in accountability holds promise for students with disabilities, measuring changes over time in their academic performance is complex. This paper summarizes models and approaches that use individual student test scores from multiple years for 3 different purposes: determination of adequate yearly progress under the federal accountability system, research on individual growth trajectories, and evaluation of the contribution of teachers and schools to student learning. Practical challenges in measuring and modeling growth for students with disabilities are then discussed. Finally, 3 areas in need of research on the measurement of growth from large-scale annual accountability assessments are identified and described: testing accommodations, test difficulty, and understanding the longitudinal characteristics of the population of students with disabilities. (Contains 4 tables, 1 figure and 4 notes.) (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10