Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability

Authors

Robert W. Lissitz
Huynh Huynh

DOI

https://doi.org/10.7275/npzw-wd59

Abstract

This article describes AYP and some of the psychometric issues it raises. It examines scaling as a means to equate tests as part of a process to confirm educational gains. Vertically moderated standards are recommended over vertical equating of state assessments to measure annual progress and provide useful instructional information. Accessed 34,106 times on https://pareonline.net from April 30, 2003 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Lissitz, Robert W. and Huynh, Huynh (2019) "Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability," Practical Assessment, Research, and Evaluation: Vol. 8, Article 10.
DOI: https://doi.org/10.7275/npzw-wd59
Available at: https://scholarworks.umass.edu/pare/vol8/iss1/10