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Vertical Scales for the Connecticut Mastery Test An Overview Mohamed Dirir Steve Martin Connecticut Department of E

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Vertical Scales for the Connecticut Mastery Test An Overview Mohamed Dirir Steve Martin Connecticut Department of E

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    1.   Vertical Scales for the Connecticut Mastery Test An Overview   Mohamed Dirir Steve Martin Connecticut Department of Education Paper presented at Northeast Educational Research Association Conference Rocky Hill, CT. October 2009

    4. WHY VERTICAL SCALING? USED encouraged states to explore growth models for NCLB evaluation LEA’s and the public have been using the status model for comparing year-to-year, and in many ways % proficient this year vs. last year in the same grade

    6. WHAT ARE THEY? An approach to monitor students’ progress as they go from grade to grade Need to develop a scale that goes across grades In the spring of 2007, CSDE conducted a study to build vertical scales for reading and mathematics The study data were collected in conjunction with the CMT administration Students in grades 3-8 took CMT items at or above their grade level in addition to their on-grade CMT

    11. Mean of Theta for Mathematics

    12. Mean of Theta for Reading

    13. Mathematics Cut Scores for Each Proficiency Level

    14. Reading Cut Scores for Each Proficiency Level

    15. CURRENT STATUS Four years of vertical scale data included in CMT (2006-2009) Publicly available at school, district, and subgroup levels Each LEA has access to individual student records at a secure site LEAs differ in using vertically scaled scores or inquiring about them

    16. Common Missteps Ignore the vertical scales and continue using percentages to compare cohorts. Compare growth with performance levels. Compare vertical scale scores with grade-specific scale scores (100-400). Compare growth on the mathematics vertical scale with growth on the reading vertical scale.

    18. Another Misstep: 5 = 5 ?

    19. Tips for Appropriate Uses Keep in mind group averages are more stable than individual scores. Match cases to compute growth. Group membership is always driven by the current year. Volatility at the extreme scores.

    20. GROWTH BY GRADE Why higher grades are not showing as much growth as lower grades

    21. GROWTH BY GRADE Why higher grades are not showing as much growth as lower grades

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