Exploring Reading and Mathematics Growth through Psychometric Innovations Applied to Longitudinal Data

Autor/in	Williamson, Gary L.
Titel	Exploring Reading and Mathematics Growth through Psychometric Innovations Applied to Longitudinal Data
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1464424 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1464424
Schlagwörter	Reading Achievement; Mathematics Achievement; Psychometrics; Educational Innovation; Longitudinal Studies; Mathematical Concepts; Mathematics Skills; Measures (Individuals); Item Response Theory; Academic Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Reading Comprehension; Mathematics Tests; Public Schools; North Carolina; North Carolina End of Course Testing Program + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Psychometry; Psychometrie; Instructional innovation; Bildungsinnovation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematics ability; Messdaten; Item-Response-Theorie; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseverstehen; Public school; Öffentliche Schule
Abstract	Individual growth curves yield insights about growth that are not available from any other methodology; and developmental scales based on conjoint measurement models provide unique interpretive advantages for investigations of academic growth. The advantages are apparent when: (1) 15 consecutive statewide reading growth curves are annotated with historical policy actions; and (2) mathematics growth, mathematics achievement standards, and the difficulty of mathematical skills and concepts are conjointly quantified. Sequential examples demonstrate what can be gained when educational measurement scales are constructed to exhibit general objectivity (i.e. the absolute location of a person or an item on the scale is sample independent). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01