The Impact of Vertical Scaling Decisions on Growth Interpretations.
The Impact of Vertical Scaling Decisions on Growth Interpretations.
复制标题
垂直扩展决策对增长解释的影响。
DOI：
10.1111/j.1745-3992.2009.00158.x
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Jonathan P. Weeks
中科院分区：
文献类型：
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作者：
Derek C. Briggs;Jonathan P. Weeks
大多数增长模型都隐含地假设考试成绩是垂直缩放的。可能没有得到广泛认可的是在创建垂直评分量表时必须做出的不同选择。在本文中，经验模式的学生成绩的增长进行了比较，作为不同的方法来创建一个垂直规模的功能。从2003年到2006年，对整个科罗拉多州的3年级和6年级以及4年级和7年级的两组学生进行了标准化阅读测试的纵向项目水平数据分析。根据项目反应理论模型法、连接法和能力估计法三个关键变量的选择，建立了八个不同的纵向量表。结果表明，经验的增长模式的解释似乎取决于在何种程度上的垂直规模已有效地“拉伸”或“压缩”的心理测量的决定，以建立it.While所有的垂直规模考虑显示模式的减速增长跨年级水平，有小规模收缩的证据。
Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale. Longitudinal item-level data from a standardized reading test are analyzed for two cohorts of students between Grades 3 and 6 and Grades 4 and 7 for the entire state of Colorado from 2003 to 2006. Eight different vertical scales were established on the basis of choices made for three key variables: Item Response Theory modeling approach, linking approach, and ability estimation approach. It is shown that interpretations of empirical growth patterns appear to depend upon the extent to which a vertical scale has been effectively “stretched” or “compressed” by the psychometric decisions made to establish it. While all of the vertical scales considered show patterns of decelerating growth across grade levels, there is little evidence of scale shrinkage.