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Download full textLissitz, Robert W.; Huynh, Huynh – 2003
This paper addresses issues of vertical equating for the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) assessments as they relate to school accountability and determination of Adequate Yearly Progress (AYP) as required by the recent federal legislation, the No Child Left Behind Act. The paper first provides a brief…
Descriptors: Accountability, Equated Scores, Scaling, Standards
Peer reviewedLissitz, Robert W.; Huynh, Huynh – Practical Assessment, Research & Evaluation, 2003
Describes the concept of "adequate yearly progress" as defined by the No Child Left Behind Act and discusses some of the psychometric issues it raises. Examines scaling as a means to equate tests when assessing educational gains and recommends vertically moderated standards over vertical equating of state assessments. (SLD)
Descriptors: Accountability, Achievement Gains, Equated Scores, Psychometrics
Anderson, Patricia S. – 1986
The Council of Chief State School Officers has raised some issues pertinent to the implementation of a national project to collect statistical indicators of academic achievement and to compare them across states. The United States Department of Education shares this concern, with an emphasis on sampling schools for a school level analysis which…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Comparative Testing
