A Meta-Analysis of Growth Trends from Vertically Scaled Assessments

Autor/inn/en	Dadey, Nathan; Briggs, Derek C.
Titel	A Meta-Analysis of Growth Trends from Vertically Scaled Assessments
Quelle	In: Practical Assessment, Research & Evaluation, 17 (2012) 14, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Meta Analysis; Scaling; Effect Size; Reading Tests; Mathematics Tests; Achievement Gains; Scores; Comparative Analysis; Regression (Statistics); Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Item Response Theory; Elementary School Students; Middle School Students; Arizona; Colorado; Delaware; Florida; Idaho; Illinois; Indiana; Missouri; New Mexico; North Carolina; North Dakota; Oregon; South Dakota; West Virginia; Wisconsin; Wyoming + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Scale construction; Skalenkonstruktion; Lesetest; Achievement gain; Leistungssteigerung; Regression; Regressionsanalyse; 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; Item-Response-Theorie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; South-Dakota
Abstract	A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns common in past research on vertical scales, score deceleration (grade-to-grade growth that decreases over time) and scale shrinkage (variability in scale scores that decreases from lower to higher grades), are investigated. Pervasive, but modest, patterns of score deceleration are found for both math and reading. Limited evidence of scale shrinkage was found for reading, and virtually no evidence was found for math. In addition, linear regression was used to show that little of the considerable variability in the growth effect sizes across states could be explained by readily identifiable characteristics of the vertical scales. However, many scale characteristics were not well documented in available technical reports. The most important of these characteristics, along with their implications for interpretations of growth, are discussed. The results serve both as a normative baseline against which other scaling efforts can be compared. (Contains 5 tables, 4 footnotes, and 5 figures.) (As Provided).
Anmerkungen	Dr. Lawrence M. Rudner. e-mail: editor@pareonline.net; Web site: http://pareonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10