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ERIC Number: EJ1067497
Record Type: Journal
Publication Date: 2015
Pages: 4
Abstractor: As Provided
ISSN: ISSN-1536-6367
Growth through Levels
Thissen, David
Measurement: Interdisciplinary Research and Perspectives, v13 n2 p128-131 2015
In "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth" (hereafter ULR), Briggs and Peck suggest that learning progressions could be used as the basis of vertical scales with naturally benchmarked descriptions of student proficiency. They propose and provide a single example of a vertical scale that assigns examinees to progressive "levels" described by "attributes: what students know and can do." This is an extremely positive suggestion that could be elaborated for even greater potential utility if integrated with the domain-sampling idea of growth that underlies contemporary vertical scales.
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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A