NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054064
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1062-7197
Making Sense of Common Test Items That Do Not Get Easier over Time: Implications for Vertical Scale Designs
Briggs, Derek C.; Dadey, Nathan
Educational Assessment, v20 n1 p1-22 2015
This study focuses on an instance in which the mean grade-to-grade scale scores on a vertical scale showed evidence of common test items that do not get easier from one grade to the next. The issue was examined as part of a 2-day workshop in which participants were asked to predict the growth on all linking items used in the construction of vertical scales in math and reading. It was found that these predictions were only weakly correlated to the empirical changes overall. The participants seldom found legitimate rationales for excluding reversal items. Results indicate that a reversal will almost never be sufficient as a rationale for the exclusion of a linking item from the calibration of a vertical scale. Greater attention needs to be given to definition of the construct over which growth is to be interpreted and how this influences the selection of linking items.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A