Learning progressions can reflect students' continuous in-depth thinking development paths, and their establishment is an iterative process from the construction of hypothetical learning progressions to the verification of that hypotheses. Considering the limitations of the existing verification method of learning progressions based on a rule…

Most growth models implicitly assume that test scores have been vertically scaled. What may not be widely appreciated are the different choices that must be made when creating a vertical score scale. In this paper empirical patterns of growth in student achievement are compared as a function of different approaches to creating a vertical scale.…

This research investigates the relative importance of vocabulary and oral reading fluency as measurement dimensions of reading comprehension as the student passes from elementary to high school. Invariance of this model over grades 4 through 8 is tested using two independent student samples reading grade-level appropriate passages. Results from…