Vertical Scaling

What is it about?

An example dataset is analyzed and the results used to demonstrate that a cross-grade (vertical) scale can be developed for an assessment for which the dimension being measured varies somewhat from grade to grade. The conclusion is reached that if a scaling model fits cross-grade data despite an assumption that somewhat different constructs are measured at each grade, valid interpretations of the cross-grade scale are appropriate.

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Why is it important?

Many authors writing about the development of cross-grade scales have explicitly stated that such a scale is inappropriate because different constructs are measured at each grade level. This report demonstrates that this is not necessarily true.