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Reardon, Sean F.; Kalogrides, Demetra; Ho, Andrew D. – Journal of Educational and Behavioral Statistics, 2021
Linking score scales across different tests is considered speculative and fraught, even at the aggregate level. We introduce and illustrate validation methods for aggregate linkages, using the challenge of linking U.S. school district average test scores across states as a motivating example. We show that aggregate linkages can be validated both…
Descriptors: Equated Scores, Validity, Methods, School Districts
Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – Journal of Educational and Behavioral Statistics, 2013
Test-based accountability as well as value-added asessments and much experimental and quasi-experimental research in education rely on achievement tests to measure student skills and knowledge. Yet, we know little regarding fundamental properties of these tests, an important example being the extent of measurement error and its implications for…
Descriptors: Accountability, Educational Research, Educational Testing, Error of Measurement
Papay, John P. – American Educational Research Journal, 2011
Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I…
Descriptors: Urban Schools, Teacher Effectiveness, Reading Achievement, Achievement Tests