Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 3 |
Descriptor
Achievement Tests | 2 |
Elementary School Students | 2 |
Grade 1 | 2 |
Grade 2 | 2 |
Grade 3 | 2 |
Item Response Theory | 2 |
Monte Carlo Methods | 2 |
Scaling | 2 |
Simulation | 2 |
Correlation | 1 |
Error of Measurement | 1 |
More ▼ |
Source
Applied Measurement in… | 3 |
Author
Bovaird, James A. | 1 |
Hawley, Leslie R. | 1 |
James S. Kim | 1 |
Joshua B. Gilbert | 1 |
Kolen, Michael J. | 1 |
Luke W. Miratrix | 1 |
Tong, Ye | 1 |
Wu, ChaoRong | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
Grade 3 | 3 |
Early Childhood Education | 2 |
Elementary Education | 2 |
Grade 1 | 2 |
Grade 2 | 2 |
Primary Education | 2 |
Grade 4 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
More ▼ |
Audience
Location
Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Joshua B. Gilbert; James S. Kim; Luke W. Miratrix – Applied Measurement in Education, 2024
Longitudinal models typically emphasize between-person predictors of change but ignore how growth varies "within" persons because each person contributes only one data point at each time. In contrast, modeling growth with multi-item assessments allows evaluation of how relative item performance may shift over time. While traditionally…
Descriptors: Vocabulary Development, Item Response Theory, Test Items, Student Development
Hawley, Leslie R.; Bovaird, James A.; Wu, ChaoRong – Applied Measurement in Education, 2017
Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the…
Descriptors: Value Added Models, Reliability, Multivariate Analysis, Scaling
Tong, Ye; Kolen, Michael J. – Applied Measurement in Education, 2007
A number of vertical scaling methodologies were examined in this article. Scaling variations included data collection design, scaling method, item response theory (IRT) scoring procedure, and proficiency estimation method. Vertical scales were developed for Grade 3 through Grade 8 for 4 content areas and 9 simulated datasets. A total of 11 scaling…
Descriptors: Achievement Tests, Scaling, Methods, Item Response Theory