Vertical Equating for the Arkansas ACTAAP Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability. A Report Submitted to the Arkansas Department of Education.
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| Title: | Vertical Equating for the Arkansas ACTAAP Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability. A Report Submitted to the Arkansas Department of Education. |
|---|---|
| Language: | English |
| Authors: | Lissitz, Robert W., Huynh, Huynh |
| Peer Reviewed: | N |
| Page Count: | 25 |
| Publication Date: | 2003 |
| Document Type: | Reports - Descriptive |
| Descriptors: | Accountability, Equated Scores, Scaling, Standards, State Programs, Testing Programs |
| Geographic Terms: | Arkansas |
| Abstract: | 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 statement of the problem, followed by a review of the testing in Arkansas, and related policies. It also examines some of the issues raised by this testing for AYP determination. The paper explores one commonly suggested solution to such a problem, scaling to arrive at vertically equated tests, and explains why this approach is not recommended in Arkansas for AYP determination. The paper suggests a solution, which is referred to as Vertically Moderated Standards. It is suggested that AYP be defined in terms of adequate end-of-year performance that enables a student to meet the challenges of the next grade successfully. (Contains 10 references.) (Author/SLD) |
| Entry Date: | 2003 |
| Accession Number: | ED474270 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED474270 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED474270 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Vertical Equating for the Arkansas ACTAAP Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability. A Report Submitted to the Arkansas Department of Education. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lissitz%2C+Robert+W%2E%22">Lissitz, Robert W.</searchLink><br /><searchLink fieldCode="AR" term="%22Huynh%2C+Huynh%22">Huynh, Huynh</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 25 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Equated+Scores%22">Equated Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Scaling%22">Scaling</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Arkansas%22">Arkansas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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 statement of the problem, followed by a review of the testing in Arkansas, and related policies. It also examines some of the issues raised by this testing for AYP determination. The paper explores one commonly suggested solution to such a problem, scaling to arrive at vertically equated tests, and explains why this approach is not recommended in Arkansas for AYP determination. The paper suggests a solution, which is referred to as Vertically Moderated Standards. It is suggested that AYP be defined in terms of adequate end-of-year performance that enables a student to meet the challenges of the next grade successfully. (Contains 10 references.) (Author/SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 2003 – Name: AN Label: Accession Number Group: ID Data: ED474270 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED474270 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 25 Subjects: – SubjectFull: Accountability Type: general – SubjectFull: Equated Scores Type: general – SubjectFull: Scaling Type: general – SubjectFull: Standards Type: general – SubjectFull: State Programs Type: general – SubjectFull: Testing Programs Type: general – SubjectFull: Arkansas Type: general Titles: – TitleFull: Vertical Equating for the Arkansas ACTAAP Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability. A Report Submitted to the Arkansas Department of Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lissitz, Robert W. – PersonEntity: Name: NameFull: Huynh, Huynh IsPartOfRelationships: – BibEntity: Dates: – D: 21 M: 01 Type: published Y: 2003 |
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