Measurement of Growth

NCME Annual Meeting · May 2010

Measurement of Growth — NCME Annual Meeting, May 2010.
Published

May 1, 2010

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  1. Measurement of Growth Damian W. Betebenner Center for Assessment NCME 2010 Denver, Colorado
  2. Discussions of growth lie at the intersection of three topics Longitudinal Data Analysis/Applied Statistics Accountability/Education Policy/Data Use Measurement/Psychometrics
  3. Four Related yet Diverse Papers • Measurement: – Monitoring Growth with Vertical Scaling or Vertically Moderated Standards Setting (McJunkin, Poggio, Glasnapp) • Longitudinal Data Analysis & Data Use/Accountability – Measuring Academic Growth with Growth Norms (Betts) – Growth on an Aggregate Level (Furgol) • Measurement & Longitudinal Data Analysis – A Unified Model for the Analysis of Change (Hsieh, von Eye, Maier)
  4. Vertical Scales or Vertically Moderated Standards Setting • Construction of a developmental scale: – The Holy Grail of scale construction? See Briggs and Rekase. • Scale requirements for student growth? – Do we need VSS/VMSS to discuss student growth? • Questions: – VSS/VMSS are designed to answer very different questions about student growth and the two are mutually exclusive. (Later in the same paragraph: “If it is not possible for a state to implement vertical scaling measures, VMSS may be used to track student growth across years”) – If a state has a VSS, can’t they add VMSS on top? – Lissitz and Huynh argued that if a state is considering implements a system that focuses on progression within achievement levels and desires a system that will provide meaningful information on classroom instruction and teacher adaptation, then vertical scales would not be appropriate. – “The most useful method for measuring student growth across all grades would be vertically equated scores, scaled to yield equal interval scores” (Clemens
  5. Growth Norms and RTI • Gain scores as the basis of growth norms – Scale considerations (VSS) – Measurement error • Without a VSS, how might these results be extended? • Growth above/below expectation and RTI. How might these results be extended to account for growth-to-standard.
  6. Growth for Aggregates • Describing student growth and “group growth” (e.g., “school growth”)
  7. A Unified Model for the Analysis of Change • Synthesize two of the three Longitudinal Data Analysis/Applied Statistics circles into one: MGRM- ALGC • Time invariant latent construct(s)? • A priori number of latent Accountability/Education Policy/Dat Measurement/Psychometrics constructs or determined as part of analysis? • Applicable to content measures like reading & math? • Computation time?
  8. Accountability/Public Policy/Data Use/Validity Consequential validity is the ultimate criterion by which we should judge an accountability system. Braun (2008)
  9. Bibliography ❑ Braun, H. (2008). Viccissitudes of the Validators. Presented at the Reidy Interactive Lecture Series, Portsmouth, New Hampshire.