If using comparable versions of a test, need to ensure that measures are not so different that changes in performance may be due to variations in the measures rather than to actual student growth. Time interval between tests must be explicit and intentional. It may be based on time (e.g., after ten weeks of instruction) or curriculum (e.g., after 25 lessons). If linked assessments are scored on a common scale, scores yielded should represent the full range of performance at the beginning and the end of school year. Common Approaches to Measuring Growth: Repeated Measures Assessment Description: With a repeated measures assessment, one or more assessments are administered multiple times to get information about how students performed at different points in time. This approach generalizes gain scores from multiple time points through the calculation of an average gain or slope (learning trajectory). Districts interested in this option may use traditional or traditional measures as repeated measures assessments. Table 5. Strengths and Limitations of Repeated Measures Assessment Strengths Limitations Allows educators to use current assessments that Requires authentic tasks so that are already administered multiple times during improvement over time reflects growth the school year. rather than familiarity with the assessment. Generally relatively short and deeply integrated into the curriculum. Requires educator capacity to record and organize multiple data points for Provides information to educators about each student. improvements at various times across the year. Intervals between testing should be Educators receive continuous feedback about consistent across students and over students, and can modify their practices time. accordingly. Limitations of pre-test/post-test are Growth score can be generated using methods relevant to this approach e.g., assumes a ranging from simple to sophisticated. common scale that allows scores to be Strengths of pre-test/post-test are relevant to this compared across different points in time approach. However, precision of growth estimate and assumes score differences to be generally increases using multiple time points. interpretable as representing increased mastery of specific knowledge or set of skills.
If using comparable versions of a test, need to ensure that measures are not so different that changes in performance may be due to variations in the measures rather than to actual student growth. Time interval between tests must be explicit and intentional. It may be based on time (e.g., after ten weeks of instruction) or curriculum (e.g., after 25 lessons). If linked assessments are scored on a common scale, scores yielded should represent the full range of performance at the beginning and the end of school year. Common Approaches to Measuring Growth: Repeated Measures Assessment Description: With a repeated measures assessment, one or more assessments are administered multiple times to get information about how students performed at different points in time. This approach generalizes gain scores from multiple time points through the calculation of an average gain or slope (learning trajectory). Districts interested in this option may use traditional or measures as repeated measures assessments. Table 5. Strengths and Limitations of Repeated Measures Assessment Strengths Limitations Allows educators to use current assessments that are already administered multiple times during the school year. Generally relatively short and deeply integrated into the curriculum. Provides information to educators about improvements at various times across the year. Educators receive continuous feedback about students, and can modify their practices accordingly. Growth score can be generated using methods ranging from simple to sophisticated. Strengths of pre-test/post-test are relevant to this approach. However, precision of growth estimate generally increases using multiple time points. Requires authentic tasks so that improvement over time reflects growth rather than familiarity with the assessment. Requires educator capacity to record and organize multiple data points for each student. Intervals between testing should be consistent across students and over time. Limitations of pre-test/post-test are relevant to this approach e.g., assumes a common scale that allows scores to be compared across different points in time and assumes score differences to be interpretable as representing increased mastery of specific knowledge or set of skills. traditional
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