Norm- and Criterion-Referenced Student Growth

Damian W. Betebenner · 2009

Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current poli…

Published

January 1, 2009

Published in: Educational Measurement: Issues and Practice
Version: published

Abstract

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-à-vis No Child Left Behind’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.

Cite

Damian W. Betebenner (2009). Norm- and Criterion-Referenced Student Growth. Educational Measurement: Issues and Practice, 28(4), 42–51. https://doi.org/10.1111/j.1745-3992.2009.00161.x

@article{betebenner2009norm,
  author  = {Damian W. Betebenner},
  title   = {{Norm- and Criterion-Referenced Student Growth}},
  year    = {2009},
  journal = {Educational Measurement: Issues and Practice},
  volume  = {28},
  number  = {4},
  pages   = {42--51},
  doi     = {10.1111/j.1745-3992.2009.00161.x}
}