Describing Learning Growth

Ross Turner; Raymond J Adams

Describing Learning Growth

Ross Turner, Raymond J Adams

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

To enhance the utility of the scales used to report the results of learning outcomes in LSAs, it has become a common practice to attach substantive descriptions to the scale scores. These descriptions typically emerge from one of the two main approaches. One is a strictly criterion-based approach which identifies what students in a particular population are expected to know and be able to do at various points along the proficiency scale. The other approach is to describe observed growth in proficiency in the population of interest without implying particular desired performance expectations. In this chapter, Ross Turner and Raymond Adams introduce some of the methodologies that are used to implement these two broad approaches. They also discuss some of the issues surrounding the scale construction and provide examples which illustrate how these descriptions are used to convey information about learning growth.

Original language	English
Title of host publication	Implementation of large-scale education assessments
Publication status	Published - 2017
Externally published	Yes

Keywords

Achievement tests
Criterion referenced tests
International surveys
Large scale assessment
Measurement techniques
Measures
Primary secondary education
Scores

Disciplines

Educational Assessment, Evaluation, and Research
International and Comparative Education

Access to Document

http://au.wiley.com/WileyCDA/WileyTitle/productCd-1118336097.html

Cite this

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title = "Describing Learning Growth",

abstract = " To enhance the utility of the scales used to report the results of learning outcomes in LSAs, it has become a common practice to attach substantive descriptions to the scale scores. These descriptions typically emerge from one of the two main approaches. One is a strictly criterion-based approach which identifies what students in a particular population are expected to know and be able to do at various points along the proficiency scale. The other approach is to describe observed growth in proficiency in the population of interest without implying particular desired performance expectations. In this chapter, Ross Turner and Raymond Adams introduce some of the methodologies that are used to implement these two broad approaches. They also discuss some of the issues surrounding the scale construction and provide examples which illustrate how these descriptions are used to convey information about learning growth. ",

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AB - To enhance the utility of the scales used to report the results of learning outcomes in LSAs, it has become a common practice to attach substantive descriptions to the scale scores. These descriptions typically emerge from one of the two main approaches. One is a strictly criterion-based approach which identifies what students in a particular population are expected to know and be able to do at various points along the proficiency scale. The other approach is to describe observed growth in proficiency in the population of interest without implying particular desired performance expectations. In this chapter, Ross Turner and Raymond Adams introduce some of the methodologies that are used to implement these two broad approaches. They also discuss some of the issues surrounding the scale construction and provide examples which illustrate how these descriptions are used to convey information about learning growth.

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KW - Criterion referenced tests

KW - International surveys

KW - Large scale assessment

KW - Measurement techniques

KW - Measures

KW - Primary secondary education

KW - Scores

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BT - Implementation of large-scale education assessments

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