ERIC Number: EJ724815
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Vertically Moderated Standards: Background, Assumptions, and Practices
Huynh, Huynh; Schneider, Christina
Applied Measurement in Education, v18 n1 p99-113 2005
Developmental (vertical) scales are often constructed for subject areas such as reading and mathematics that are taught continuously in elementary schools. In other subjects such as science, and across a wider grade span, such scales are hard to justify. For tracking student progress and school accountability (including the No Child Left Behind Act of 2001) purposes, it may be more feasible to rely on a system of vertically moderated standards (VMS). The purpose of this article is to (a) describe VMS, (b) present the assumptions that underline VMS, and (c) review the steps the National Assessment of Educational Progress took in regard to the decision to decrease reliance on across-grade scaling in a number of subject areas.
Descriptors: Federal Legislation, National Competency Tests, Accountability, Academic Achievement, Standards, Scaling, Evaluation Methods, School Effectiveness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001