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Direct linkFerrara, Steve; Svetina, Dubravka; Skucha, Sylvia; Davidson, Anne H. – Educational Measurement: Issues and Practice, 2011
Items on test score scales located at and below the Proficient cut score define the content area knowledge and skills required to achieve proficiency. Alternately, examinees who perform at the Proficient level on a test can be expected to be able to demonstrate that they have mastered most of the knowledge and skills represented by the items at…
Descriptors: Knowledge Level, Mathematics Tests, Program Effectiveness, Inferences
Porter, Andrew C.; Linn, Robert L.; Trimble, C. Scott – Educational Measurement: Issues and Practice, 2005
The No Child Left Behind Act allows states to vary (a) the trajectories they select to move from the baseline percent proficient or above in 2002 to the 100% proficient goal in 2014, (b) the minimum number of students required for reporting of disaggregated subgroup results, and (c) whether or not they will use confidence intervals when…
Descriptors: Federal Legislation, Educational Improvement, Educational Policy, State Legislation
