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Norm‐ and Criterion‐Referenced Student Growth

Norm‐ and Criterion‐Referenced Student Growth Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis‐à‐vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what an examination of student growth can provide. To address this, student growth percentiles are introduced supplying a normative description of growth capable of accommodating criterion‐referenced aims like those embedded within NCLB and, more importantly, extending possibilities for descriptive data use beyond the current high stakes paradigm. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Measurement: Issues and Practice Wiley

Norm‐ and Criterion‐Referenced Student Growth

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References (19)

Publisher
Wiley
Copyright
© 2009 by the National Council on Measurement in Education
ISSN
0731-1745
eISSN
1745-3992
DOI
10.1111/j.1745-3992.2009.00161.x
Publisher site
See Article on Publisher Site

Abstract

Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis‐à‐vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what an examination of student growth can provide. To address this, student growth percentiles are introduced supplying a normative description of growth capable of accommodating criterion‐referenced aims like those embedded within NCLB and, more importantly, extending possibilities for descriptive data use beyond the current high stakes paradigm.

Journal

Educational Measurement: Issues and PracticeWiley

Published: Dec 1, 2009

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