Simple addition of through-course results is appropriate only when learning is bounded to each testing period¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Wise's simulation study affirmed that simple addition of results from each through-course assessment is appropriate under modeled learning patterns including one-time learning. → Garron Gianopulos 2019 q2 i? If learning occurs after interim tests, simple summation or averaging will seriously underestimate students' true achievement, so the design suits content where learning is bounded to each quarter. → Garron Gianopulos 2019

Evidence¶

Garron Gianopulos 2019¶

Garron Gianopulos. (2019). From Through-Course Summative to Adaptive Through-Year Models for Large-scale Assessment: A Literature Review. NWEA. https://www.nwea.org/research/publication/from-through-course-summative-to-adaptive-through-year-models-for-large-scale-assessment-a-literature-review/

q2 · i? · review · r2

Simulation study by Wise (2011) as reviewed here, modeling learning patterns including one-time learning, forgetting, reinforcement, and continuous learning. Results "affirmed that “…simple addition of results from each through-course assessment is appropriate”" under matched scoring, but summation underestimates achievement when learning continues after interim tests.

"The results of his simulation study affirmed that “…simple addition of results from each through-course assessment is appropriate” (Wise, 2011, p. 26–27). Wise (2011) pointed out that if learning occurs after any of these interim tests, a simple summation or simple average of the scores will seriously underestimate the student’s true achievement level"

Discussion¶

Related Claims¶

• Wise's simulation under continuous learning recommended projection-based weighted averages for aggregating interim scores — related