Norm- and Criterion-Referenced Student Growth.

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Pay for Percentile (2012, unknown): “But, in order to map results from each assessment into a common scale, the authority must equate the various assessment forms, and proper equating often requires common items that link the various forms.(4) If designers limit the number of common items, they advance the goal of preventing teachers f”
The Problem With “Proficiency”: Limitations of Statistics and Policy Under No Child Left Behind (2008, unknown): “of norm-referenced growth across the distribution (Betebenner, 2008).”
Contrasting OLS and Quantile Regression Approaches to Student “Growth” Percentiles (2013, methodology): “Like SGPs, vertical scales are not necessary for the use of PRRs for conditional status interpretations.”
Criterion-referenced and norm-referenced assessments: compatibility and complementarity (2016, background): “Two main taxonomies are that of Bloom (1956) and its revision (Anderson and Krathwohl 2001; Krathwohl 2002); and the Structure of the Observed Learning Outcomes taxonomy (Biggs and Collis 1982) and its simplification (e.”