Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model.
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| Title: | Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model. |
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| Authors: | Student, Sanford R.1 (AUTHOR) srstu@udel.edu, Briggs, Derek C.2 (AUTHOR), Davis, Laurie3 (AUTHOR) |
| Source: | Educational Measurement: Issues & Practice. Mar2025, Vol. 44 Issue 1, p84-95. 12p. |
| Subject Terms: | *Mathematical ability testing, *Educational evaluation, Rasch models, Calibration, Statistical reliability |
| Abstract: | Vertical scales are frequently developed using common item nonequivalent group linking. In this design, one can use upper‐grade, lower‐grade, or mixed‐grade common items to estimate the linking constants that underlie the absolute measurement of growth. Using the Rasch model and a dataset from Curriculum Associates' i‐Ready Diagnostic in math in grades 3–7, we demonstrate how grade‐to‐grade mean differences in mathematics proficiency appear much larger when upper‐grade linking items are used instead of lower‐grade items, with linkings based on a mixture of items falling in between. We then consider salient properties of the three calibrated scales including invariance of the different sets of common items to student grade and item difficulty reversals. These exploratory analyses suggest that upper‐grade common items in vertical scaling are more subject to threats to score comparability across grades, even though these items also tend to imply the most growth. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Vertical scales are frequently developed using common item nonequivalent group linking. In this design, one can use upper‐grade, lower‐grade, or mixed‐grade common items to estimate the linking constants that underlie the absolute measurement of growth. Using the Rasch model and a dataset from Curriculum Associates' i‐Ready Diagnostic in math in grades 3–7, we demonstrate how grade‐to‐grade mean differences in mathematics proficiency appear much larger when upper‐grade linking items are used instead of lower‐grade items, with linkings based on a mixture of items falling in between. We then consider salient properties of the three calibrated scales including invariance of the different sets of common items to student grade and item difficulty reversals. These exploratory analyses suggest that upper‐grade common items in vertical scaling are more subject to threats to score comparability across grades, even though these items also tend to imply the most growth. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07311745 |
| DOI: | 10.1111/emip.12639 |
