From the National Education Policy Center. the entire post is well worth a read, here's the synopsis
Now these researchers are not psychometricians, who aren't arguing against the scale. The psychometricians as who create our tests, they create a scale, and they use scientific formulae and theories and models to come up with a scale. It's like on the SAT, you can get between 200 and 800. And the idea there is that the difference in the learning or achievement between a 200 and a 300 is the same as between a 700 and an 800.
There is no proof that that is true. There is no proof that that is true. There can't be any proof that is true. But, if you believe their model, then you would agree that that's a good estimate to make. There are a lot of people who argue... they don't trust those scales. And they'd rather use percentiles because it gets them away from the scale.
Let's state this another way so we're absolutely clear: there is, according to Jonah Rockoff, no proof that a gain on a state test like the NJASK from 150 to 160 represents the same amount of "growth" in learning as a gain from 250 to 260. If two students have the same numeric growth but start at different places, there is no proof that their "growth" is equivalent.
Now there's a corollary to this, and it's important: you also can't say that two students who have different numeric levels of "growth" are actually equivalent. I mean, if we don't know whether the same numerical gain at different points on the scale are really equivalent, how can we know whether one is actually "better" or "worse"? And if that's true, how can we possibly compare different numerical gains?
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