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Download full textLissitz, Robert W.; Huynh, Huynh – 2003
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…
Descriptors: Accountability, Equated Scores, Scaling, Standards
Peer reviewedLissitz, Robert W.; Huynh, Huynh – Practical Assessment, Research & Evaluation, 2003
Describes the concept of "adequate yearly progress" as defined by the No Child Left Behind Act and discusses some of the psychometric issues it raises. Examines scaling as a means to equate tests when assessing educational gains and recommends vertically moderated standards over vertical equating of state assessments. (SLD)
Descriptors: Accountability, Achievement Gains, Equated Scores, Psychometrics
Peer reviewedFerrara, Steven; Huynh, Huynh; Michaels, Hillary – Journal of Educational Measurement, 1999
Provides hypothesized explanations for local item dependence (LID) in a large-scale hands-on science performance assessment involving approximately 55,000 students each at grades 3, 5, and 8. Items that appear to elicit locally dependent responses require examinees to answer and explain their answers or to use given or generalized information to…
Descriptors: Context Effect, Elementary Education, Hands on Science, Junior High Schools
