ERIC ED477934: Validity Evidence For Washington Assessment Of Student Learning (WASL) Performance Standard Cut-Scores For Reading And Mathematics. - Info and Reading Options
By ERIC
"ERIC ED477934: Validity Evidence For Washington Assessment Of Student Learning (WASL) Performance Standard Cut-Scores For Reading And Mathematics." and the language of the book is English.
“ERIC ED477934: Validity Evidence For Washington Assessment Of Student Learning (WASL) Performance Standard Cut-Scores For Reading And Mathematics.” Metadata:
- Title: ➤ ERIC ED477934: Validity Evidence For Washington Assessment Of Student Learning (WASL) Performance Standard Cut-Scores For Reading And Mathematics.
- Author: ERIC
- Language: English
Edition Identifiers:
- Internet Archive ID: ERIC_ED477934
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"ERIC ED477934: Validity Evidence For Washington Assessment Of Student Learning (WASL) Performance Standard Cut-Scores For Reading And Mathematics." Description:
The Internet Archive:
This study was designed to contribute to the validity evidence for the Washington Assessment of Student Learning (WASL) by providing additional descriptive data about the performance standards in reading and mathematics at grades 4, 7, and 10. After the realignment of norm-referenced tests, large numbers of students taking the WASL had corresponding norm-referenced scores from the previous year. It was possible to match samples for both sets of tests. Students' performance on the norm-referenced tests consistently showed mathematics performance to be slightly higher than reading performance at all grade levels, and performance across grade levels for both reading and mathematics was quite similar. Performance on the standards-based assessments for reading and mathematics, and across grade levels, exhibited marked variations, with mathematics performance consistently lower than corresponding grade level reading performance. Coefficients suggest a moderately strong relationship between performance on the norm-referenced tests and the standards-based assessments given a year later. Equipercentile equating of the distributions from both was developed. In addition, the percentage of students meeting the performance standard was plotted as a function of progressively higher national percentile rank bands. Data and portrayals clearly indicate inconsistencies in the difficulty of performance standards across grade levels and content areas. The lack of vertical comparability for the reading standards at grades 4, 7, and 10 undermines a belief in their reasonableness. Even though they are more consistent, the overall difficulty of the mathematics standards also makes it hard to believe that they are reasonable. The difference between reading and mathematics performance at grades 4 and 10 also makes it difficult to promote these measures as fair. Some of the factors contributing to these problems are discussed. (SLD)
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- Added Date: 2016-01-20 02:28:45
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