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Cover Art
Author Houng, Brendan, author.

Title Comparing least-squares value-added analysis and student growth percentile analysis for evaluating student progress and estimating school effects / Brendan Houng and Moshe Justman.

Published [Parkville, Victoria] Melbourne Institute of Applied Economic and Social Research, University of Melbourne, March 2013.


Location Call No. Status
 UniM Giblin Eunson  371.260994 HOUN    AVAILABLE
 UniM Bail SpC/UM  300.5 MELB  no.7/13    NOT FOR LOAN
Physical description 27 pages : charts ; 21 cm.
Series Melbourne Institute working paper, 1328-4991 ; no. 7/13.
Melbourne Institute working paper ; no. 2013/7.
Notes "March 2013"
Bibliography Includes bibliographical references (pages 27-28)
Summary This paper compares two functionally different approaches to analyzing standardized test data: least-squares based value-added analysis, geared principally to supporting teacher and school accountability; and Betebenner?s (2009) student growth percentiles, which focuses primarily on tracking individual student progress in a normative context and projecting probable trajectories of future performance. Applying the two methods to Australian standardized numeracy and reading test scores (NAPLAN) in grades 3 to 5 and 7 to 9, we find that although they are used differently, the two methods share key structural elements, and produce similar quantitative indicators of both individual student progress and estimated school effects.
Other formats Also available online.
Other author Justman, M., author.
Melbourne Institute of Applied Economic and Social Research, issuing body.
Subject NAPLAN (Achievement tests)
Academic achievement -- Australia -- Evaluation.
Schools -- Australia -- Evaluation.
Literacy -- Australia.
Numeracy -- Australia.
ISBN 9780734042965