Abstract
The capability to measure students along a continuum, such as measuring growth in mathematics from grade 3 to grade 6, has become more and more important, especially with the recent federal legislation No Child Left Behind Act of 2001 (NCLB) and the concept of adequate yearly progress, by which it is to be determined if students are making sufficient gains as they advance through the education system. An assessment with a vertical scale is the most common way of evaluating growth from one grade level to another.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Harris, D.J. (2007). Practical Issues in Vertical Scaling. In: Dorans, N.J., Pommerich, M., Holland, P.W. (eds) Linking and Aligning Scores and Scales. Statistics for Social and Behavioral Sciences. Springer, New York, NY. https://doi.org/10.1007/978-0-387-49771-6_13
Download citation
DOI: https://doi.org/10.1007/978-0-387-49771-6_13
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-49770-9
Online ISBN: 978-0-387-49771-6
eBook Packages: Mathematics and StatisticsMathematics and Statistics (R0)