ERIC Number: EJ1067453
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth
Briggs, Derek C.; Peck, Frederick A.
Measurement: Interdisciplinary Research and Perspectives, v13 n2 p75-99 2015
The concept of growth is at the foundation of the policy and practice around systems of educational accountability. It is also at the foundation of what teachers concern themselves with on a daily basis as they help children learn. Yet there is a disconnect between the criterion-referenced intuitions that parents and teachers have for what it means for students to demonstrate growth and the primarily norm-referenced metrics that are used to infer growth. One way to address this disconnect would be to develop vertically linked score scales that could be used to support both criterion-referenced and norm-referenced interpretations, but this hinges upon having a coherent conceptualization of what it is that is growing from grade to grade. In this paper, a learning-progression approach to the conceptualization of growth and the subsequent design of a vertical score scale is proposed and illustrated in the context of the Common Core State Standards for Mathematics.
Descriptors: Achievement Gains, Scaling, Scores, Inferences, Academic Standards, State Standards, Mathematics Achievement, Accountability, Educational Assessment, Elementary Secondary Education, Methods
Psychology Press. 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: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A