The Impact of Vertical Scaling Decisions on Growth Interpretations

Autor/inn/en	Briggs, Derek C.; Weeks, Jonathan P.
Titel	The Impact of Vertical Scaling Decisions on Growth Interpretations
Quelle	In: Educational Measurement: Issues and Practice, 28 (2009) 4, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2009.00158.x
Schlagwörter	Scaling; Models; Longitudinal Studies; Academic Achievement; Standardized Tests; Reading Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Student Improvement; Item Response Theory; Colorado + Suchen Sie Ihr Suchwort? Scale construction; Skalenkonstruktion; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Standadised tests; Standardisierter Test; Lesetest; 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; Item-Response-Theorie
Abstract	Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale. Longitudinal item-level data from a standardized reading test are analyzed for two cohorts of students between Grades 3 and 6 and Grades 4 and 7 for the entire state of Colorado from 2003 to 2006. Eight different vertical scales were established on the basis of choices made for three key variables: Item Response Theory modeling approach, linking approach, and ability estimation approach. It is shown that interpretations of empirical growth patterns appear to depend upon the extent to which a vertical scale has been effectively "stretched" or "compressed" by the psychometric decisions made to establish it. While all of the vertical scales considered show patterns of decelerating growth across grade levels, there is little evidence of scale shrinkage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10