Grade equivalent and IRT representations of growth

Journal of Educational Measurement

Volumn 34, Issue 4, 1997, Pages 315-331

  Schulz, E Matthew ^a   Nicewander, W Alan ^b  

^a American College Testing Incorporated   (United States)

^b DoD Center   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031284019     PISSN: 00220655     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1745-3984.1997.tb00521.x     Document Type: Article

References (23)

1. Becker, D. F., & Forsyth, R. A. (1992). An empirical investigation of Thurstone and IRT methods of scaling achievement tests. Journal of Educational Measurement, 29, 341-354.
2. Bloom, B. S. (1966). Stability and change in human characteristics. New York: Wiley.
3. Bock, R. D. (1983). The mental growth curve reexamined. In D. J. Weiss (Ed.), New horizons in testing (pp. 205-219). New York: Academic Press.
4. Bock, R. D. (1989). Prediction of growth. In L. M. Collins & J. L. Horn (Eds.), Best methods for the analysis of change (pp. 126-136). Washington, DC: American Psychological Association.
5. Braun, H. I. (1988). A new approach to avoiding problems of scale in interpreting trends in mental measurement data. Journal of Educational Measurement, 25, 171-191.
6. Burket, G. R. (1984). Response to Hoover. Educational Measurement: Issues and Practice, 3, 15-16.
7. Camilli, G., Yamamoto, K., & Wang, M. (1993). Scale shrinkage in vertical equating. Applied Psychological Measurement, 17, 379-388.
8. Clemans, W. V. (1993). Item response theory, vertical scaling, and something's awry in the state of test mark. Educational Assessment, 1, 329-347.
9. Hoover, H. D. (1984a). The most appropriate scores for measuring educational development in the elementary schools: GEs. Educational Measurement: Issues and Practice, 3, 8-14.
10. Hoover, H. D. (1984b). Rejoinder to Burket. Educational Measurement: Issues and Practice, 3, 16-18.
11. Hoover, H. D. (1988). Growth expectations for low-achieving students: A reply to Yen. Educational Measurement: Issues and Practice, 7, 21-23.
12. Lee, O. K., & Wright, B. D. (1992, April). Mathematics and reading test equating. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco.
13. Lord, F. M. (1980). Applications of item response theory to practical testing problems. Hillsdale, NJ: Erlbaum.
14. Omar, M. H. (1996). An investigation into the reasons item response theory scales show smaller variability for higher achieving groups (Occasional Paper No. 39). Iowa City, IA: Iowa Testing Programs.
15. Petersen, N. S., Kolen, M. J., & Hoover, H. D. (1989). Scaling, norming, and equating. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 221-262). Washington, DC: American Council on Education/Macmillan.
16. Phillips, S. E., & Clarizio, H. F. (1988a). Conflicting growth expectations cannot both be real: A rejoinder to Yen. Educational Measurement: Issues and Practice, 7, 18-19.
17. Phillips, S. E., & Clarizio, H. F. (1988b). Limitations of standard scores in individual achievement testing. Educational Measurement: Issues and Practice, 7, 8-15.
18. Schulz, E. M., Shen, L. S., & Wright, B. D. (1990, April). Constructing an equal-interval scale for studying growth in reading achievement. Paper presented at the Annual Meeting of the American Educational Research Association, Boston.
19. Seltzer, M. H., Frank, K., & Bryk, A. S. (1994). The metric matters: The sensitivity of conclusions about growth in student achievement to choice of metric. Educational Evaluation and Policy Analysis, 16, 41-49.
20. Williams, V. S., Pommerich, M., & Thissen, D. (1995, June). A comparison of developmental scales based on Thurstone methods and item response theory. Paper presented at the annual meeting of the Psychometric Society, Minneapolis, MN.
21. Yen, W. M. (1986). The choice of scale for educational measurement: An IRT perspective. Journal of Educational Measurement, 23, 299-325.
22. Yen, W. M. (1988). Normative growth expectations must be realistic: A response to Phillips and Clarizio. Educational Measurement: Issues and Practice, 7, 16-17.
23. Zwick, R. (1992). Statistical and psychometric issues in the measurement of educational achievement trends: Examples from the National Assessment of Educational Progress. Journal of Educational Statistics, 17, 205-218.