ERIC Number: ED670999
Record Type: Non-Journal
Publication Date: 2020-Jan
Pages: 53
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Estimating Student Growth on Psychological and Social-Emotional Constructs: A Comparison of Multiple Scoring Approaches. EdWorkingPaper No. 20-193
Megan Kuhfeld; James Soland
Annenberg Institute for School Reform at Brown University
A huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In these designs, students are typically administered a consistent set of self-report survey items across multiple school years, and growth is measured either based on sum scores or scale scores produced based on item response theory (IRT) methods. While there is great deal of guidance on scaling and linking IRT-based large-scale educational assessment to facilitate the estimation of examinee growth, little of this expertise is brought to bear in the scaling of psychological and social-emotional constructs. Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores. Results indicate that using scores from multidimensional IRT approaches that account for latent variable covariances over time in growth models leads to better recovery of growth parameters relative to models using sum scores and other IRT approaches.
Descriptors: Elementary School Students, Middle School Students, Social Emotional Learning, Measurement Techniques, Evaluation Methods, Self Evaluation (Individuals), Item Response Theory, Growth Models, Achievement Gains, Learning Trajectories, Student Development, Multidimensional Scaling, Scoring, Urban Schools, Low Income Students, English (Second Language), Comparative Testing
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A