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Using Performance Standards to Link Statewide Achievement Results to NAEP
Author(s) -
Waltman Kristie K.
Publication year - 1997
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1997.tb00509.x
Subject(s) - comparability , moderation , psychology , academic achievement , mathematics education , scale (ratio) , student achievement , statistics , mathematics , social psychology , geography , cartography , combinatorics
The purpose of this study was to investigate the comparability in score meaning of the performance regions on the ITBS and NAEP mathematics score scales that resulted from using performance standards to establish two separate links: socially moderated and statistically moderated. A socially moderated link was established by using the same achievement level descriptions in an ITBS standard‐setting study that were used in a NAEP standard‐setting study. A statistically moderated link was accomplished by using an equipercentile procedure. The primary findings were that (a) social moderation yielded cutscores on the ITBS scales that resulted in larger percentages of Iowa public fourth‐grade students being classified within the basic, proficient, and advanced achievement regions than those reported by NAEP; (b) the equipercentile link yielded percentages on the ITBS scale that were similar to those reported by NAEP for “type of community” subgroups; and (c) for students taking both assessments, the corresponding achievement regions on the NAEP and ITBS scales produced low to moderate percents of agreement in student classification.