An Application of Multidimensional Vertical Scaling

Autor/in	Weeks, Jonathan P.
Titel	An Application of Multidimensional Vertical Scaling
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 16 (2018) 3, S.139-154 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2018.1502005
Schlagwörter	Multidimensional Scaling; Reading Tests; Reading Skills; Basic Skills; Reading Comprehension; Grade 6; Grade 7; Grade 8; Grade 9; Value Added Models; Goodness of Fit; Effect Size; Factor Structure + Suchen Sie Ihr Suchwort? Mehrdimensionale Analysis; Lesetest; Reading skill; Lesefertigkeit; Basic skill; Grundfertigkeit; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Faktorenstruktur
Abstract	Vertical scales are widely used in educational assessment as a basis for considering grade-to-grade changes in student performance. Typically, the underlying construct is assumed to be essentially unidimensional; however, if there is a change in the measured construct across grades, this assumption may be untenable. Developing a multidimensional vertical scale in these instances provides a potential solution to this problem. This paper uses empirical data from four parallel forms of a test designed to measure six foundational reading skills--administered to students in grades 6-9--to address issues in the development of a multidimensional vertical scale. The defensibility of the multidimensional structure, value-added subscores, and the stability of the scale are considered. Student growth based on unidimensional versus multidimensional estimates of ability is also presented with particular attention to implications associated with potential construct shift. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11