Examination of Indices of High School Performance Based on the Graded Response Model

Autor/inn/en	Allen, Jeff; Mattern, Krista
Titel	Examination of Indices of High School Performance Based on the Graded Response Model
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 2, S.41-52 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12250
Schlagwörter	High School Students; Academic Achievement; Secondary School Curriculum; Difficulty Level; Grades (Scholastic); College Entrance Examinations; Item Response Theory; Models; Grade Point Average; Prediction; Educational Attainment; Racial Differences; Socioeconomic Status; ACT Assessment + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Schwierigkeitsgrad; Notenspiegel; Aufnahmeprüfung; Item-Response-Theorie; Analogiemodell; Vorhersage; Bildungsabschluss; Bildungsgut; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to skewness, incremental prediction of college degree attainment, and differences across racial/ethnic and socioeconomic subgroups. The most difficult high school courses to earn an "A" grade included calculus, chemistry, trigonometry, other advanced math, physics, algebra 2, and geometry. The GRM-based indices were less skewed than simple high school grade point average (HSGPA) and had higher correlations with ACT Composite score. The index that included ACT test scores and allowed item parameters to vary by school group was most predictive of college degree attainment, but had larger subgroup differences. Implications for implementing multiple measure models for college readiness are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01