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ERIC Number: EJ866087
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0731-1745
Norm- and Criterion-Referenced Student Growth
Betebenner, D.
Educational Measurement: Issues and Practice, v28 n4 p42-51 Win 2009
Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis-a-vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what an examination of student growth can provide. To address this, student growth percentiles are introduced supplying a normative description of growth capable of accommodating criterion-referenced aims like those embedded within NCLB and, more importantly, extending possibilities for descriptive data use beyond the current high stakes paradigm.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001