Publication

Defining and evaluating stability in early years assessment

Frans, N., Post, W., Oenema-Mostert, C. & Minnaert, A., 29-Jan-2020, (Accepted/In press) In : International Journal of Research & Method in Education.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Frans, N., Post, W., Oenema-Mostert, C., & Minnaert, A. (Accepted/In press). Defining and evaluating stability in early years assessment. International Journal of Research & Method in Education.

Author

Frans, Niek ; Post, Wendy ; Oenema-Mostert, Christine ; Minnaert, Alexander. / Defining and evaluating stability in early years assessment. In: International Journal of Research & Method in Education. 2020.

Harvard

Frans, N, Post, W, Oenema-Mostert, C & Minnaert, A 2020, 'Defining and evaluating stability in early years assessment', International Journal of Research & Method in Education.

Standard

Defining and evaluating stability in early years assessment. / Frans, Niek; Post, Wendy; Oenema-Mostert, Christine; Minnaert, Alexander.

In: International Journal of Research & Method in Education, 29.01.2020.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Frans N, Post W, Oenema-Mostert C, Minnaert A. Defining and evaluating stability in early years assessment. International Journal of Research & Method in Education. 2020 Jan 29.


BibTeX

@article{8a638cfa89924563b6e4e5d30e367147,
title = "Defining and evaluating stability in early years assessment",
abstract = "Stability is an important underlying assumption in any form of assessment-supported decision-making. Since early years development is frequently described as unstable, the concept plays a central role in the discussion surrounding early years assessment. This paper describes stability as a set of assumptions about the way individual scores change over time. Here, an analytical framework developed by Tisak and Meredith (1990), which can be used to evaluate these assumptions, is extended and applied to evaluate the stability of mathematics scores of 1402 children between kindergarten and third grade. Multilevel models are used to evaluate the assumption that each child has a unique individual growth rate, as well as the assumption that the ranking of children’s test scores is consistent over time. The results show that for a large proportion of the children, assuming unique individual growth rates leads to similar predictions as assuming that children develop at an equal pace. While individual differences in growth rate may provide relevant information, these differences only become apparent after several test administrations. As such, decisions should not be based on perceived stagnated or accelerated growth over a short period.",
author = "Niek Frans and Wendy Post and Christine Oenema-Mostert and Alexander Minnaert",
year = "2020",
month = "1",
day = "29",
language = "English",
journal = "International Journal of Research & Method in Education",
issn = "1743-727X",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",

}

RIS

TY - JOUR

T1 - Defining and evaluating stability in early years assessment

AU - Frans, Niek

AU - Post, Wendy

AU - Oenema-Mostert, Christine

AU - Minnaert, Alexander

PY - 2020/1/29

Y1 - 2020/1/29

N2 - Stability is an important underlying assumption in any form of assessment-supported decision-making. Since early years development is frequently described as unstable, the concept plays a central role in the discussion surrounding early years assessment. This paper describes stability as a set of assumptions about the way individual scores change over time. Here, an analytical framework developed by Tisak and Meredith (1990), which can be used to evaluate these assumptions, is extended and applied to evaluate the stability of mathematics scores of 1402 children between kindergarten and third grade. Multilevel models are used to evaluate the assumption that each child has a unique individual growth rate, as well as the assumption that the ranking of children’s test scores is consistent over time. The results show that for a large proportion of the children, assuming unique individual growth rates leads to similar predictions as assuming that children develop at an equal pace. While individual differences in growth rate may provide relevant information, these differences only become apparent after several test administrations. As such, decisions should not be based on perceived stagnated or accelerated growth over a short period.

AB - Stability is an important underlying assumption in any form of assessment-supported decision-making. Since early years development is frequently described as unstable, the concept plays a central role in the discussion surrounding early years assessment. This paper describes stability as a set of assumptions about the way individual scores change over time. Here, an analytical framework developed by Tisak and Meredith (1990), which can be used to evaluate these assumptions, is extended and applied to evaluate the stability of mathematics scores of 1402 children between kindergarten and third grade. Multilevel models are used to evaluate the assumption that each child has a unique individual growth rate, as well as the assumption that the ranking of children’s test scores is consistent over time. The results show that for a large proportion of the children, assuming unique individual growth rates leads to similar predictions as assuming that children develop at an equal pace. While individual differences in growth rate may provide relevant information, these differences only become apparent after several test administrations. As such, decisions should not be based on perceived stagnated or accelerated growth over a short period.

M3 - Article

JO - International Journal of Research & Method in Education

JF - International Journal of Research & Method in Education

SN - 1743-727X

ER -

ID: 113060378