Evaluating Equating in Progress Monitoring Measures Using Multilevel Modeling

Anthony D. Albano, Theodore J. Christ, Liuhan Cai

Research output: Contribution to journalArticlepeer-review

Abstract

Traditional psychometric methods have primarily been developed and applied in the context of high-stakes, large-scale testing. However, these methods are increasingly being used with classroom assessments, including progress monitoring measures where numerous test forms are administered over the course of an academic year. This article provides an overview of progress monitoring and describes a new method for evaluating equating in longitudinal contexts, one that is based on a comparison of results from multilevel models of raw and equated scores. The method is demonstrated using scores from 15 reading fluency tasks administered to 231 students in a longitudinal assessment system.

Original languageEnglish (US)
Pages (from-to)168-180
Number of pages13
JournalMeasurement
Volume16
Issue number3
DOIs
StatePublished - Jul 3 2018

Keywords

  • Equating
  • classroom assessment
  • linking
  • multilevel modeling
  • progress monitoring

Fingerprint Dive into the research topics of 'Evaluating Equating in Progress Monitoring Measures Using Multilevel Modeling'. Together they form a unique fingerprint.

Cite this