Abstract
The capability to measure students along a continuum, such as measuring growth in mathematics from grade 3 to grade 6, has become more and more important, especially with the recent federal legislation No Child Left Behind Act of 2001 (NCLB) and the concept of adequate yearly progress, by which it is to be determined if students are making sufficient gains as they advance through the education system. An assessment with a vertical scale is the most common way of evaluating growth from one grade level to another.
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© 2007 Springer
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Harris, D.J. (2007). Practical Issues in Vertical Scaling. In: Dorans, N.J., Pommerich, M., Holland, P.W. (eds) Linking and Aligning Scores and Scales. Statistics for Social and Behavioral Sciences. Springer, New York, NY. https://doi.org/10.1007/978-0-387-49771-6_13
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DOI: https://doi.org/10.1007/978-0-387-49771-6_13
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-49770-9
Online ISBN: 978-0-387-49771-6
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