[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-503992-105":59,"doc-detail-503992-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","comparability-across-different-assessment-systems-required-elements-and-levels","Comparability Across Different Assessment Systems - Required Elements and Levels","","Comparability Across Different Assessment Systems examines how educational performance can be compared when tests differ in time, place, content, administration conditions, and psychometric properties. It addresses the purpose-driven motivation differences among assessment programs, the influence of assessment content similarity, and constraints that affect interpretability. The discussion covers requirements for comparability, common practice, and graduated levels of comparability through examples such as interim versus summative assessments, cross-state comparisons, and national versus international benchmarks.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparability-across-different-assessment-systems-required-elements-and-levels/503992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparability-across-different-assessment-systems-required-elements-and-levels/503992.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does comparability mean across different educational assessments?","Question",{"text":112,"@type":113},"Scores are comparable when they can be validly related even if measurements come from different times, places, or variations in assessments and procedures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors influence the degree of comparability that can be assumed?",{"text":117,"@type":113},"Stated test purpose, similarity of assessment content, administration conditions, and psychometric properties all affect how confidently comparisons can be interpreted.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of comparisons are discussed as examples?",{"text":121,"@type":113},"The text provides examples including interim to summative assessments, linking state high school assessments to college-readiness tests, cross-state comparisons, and comparisons between national assessments and international benchmarks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},503992,1791189455,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","5  \nComparability Across Different  \nAssessment Systems Marianne Perie, Measurement in Practice, LLC  \nCONTENTS  \nINTRODUCTION  ........................................................ 123  \nREQUIREMENTS FOR COMPARABILITY  .................................. 124  \nPurpose  .............................................................. 125  \nContent  .............................................................. 125  \nAdministration Conditions  ............................................. 127  \nPsychometric Characteristics  ........................................... 128  \nCOMMON PRACTICE  .................................................... 128  \nLEVELS OF COMPARABILITY  ............................................ 130  \nEXAMPLES  ............................................................. 130  \nInterim to Summative Assessments  ...................................... 130  \nState High School Assessment to College-Readiness Exam  .................. 133  \nCross-State Comparisons  ............................................... 136  \nNational Assessments Compared to International Benchmarks  .............. 142  \nDifferent International Assessments Compared  ........................... 143  \nCONCLUSION  .......................................................... 146  \nREFERENCES  ........................................................... 147  \nINTRODUCTION  \nWith the production of the Common Core State Standards (CCSS), many state and national policy makers indicated a desire to compare performance across states and jurisdictions  . For example, could the performance in Florida be compared to that in Illinois or Texas, and could performance in Miami be compared to that in Chicago or Dallas? The National Assessment of Educational Progress (NAEP) provides comparable scores at the state level and for some urban districts; however, state leaders have indicated the desire for comparability that goes beyond the level that is currently available  . On the one hand, they wanted to compare their school or district to top achieving countries in the world, and on the other, they wanted to be able to understand equivalent scores from students coming into their school from another state  . In an early meeting,  \n124 COMPARABILITY OF LARGE-SCALE EDUCATIONAL ASSESSMENTS  \nprior to the development of the multistate testing consortia funded by the federal government under the Race to the Top funding statute, state leaders verbally indicated the following reasons for wanting comparable scores:  \n• To understand the performance of a student transferring from another state;  \n• To compare schools across states;  \n• To know that the term “college ready” has the same meaning from one state to another;  \n• To compare proficiency across schools, districts, and states; and  \n• To compare performance in a district to performance in another country .  \nAs policy has moved the focus to college readiness, there is also a desire to compare state assessments to the tests traditionally used for college admissions: the ACT and the SAT . The consortia leaders wanted to replace those tests with their own highschool equivalents, and states wanted to be able to predict ACT and SAT scores using their state assessments  .  \nFinally, to achieve all of these outcomes, instruction needed to be aligned with the summative goals  . Districts often purchase interim assessments that are purported to align with their state standards to predict success on the summative assessment and improve outcomes  .  \nAll of these goals require a degree of comparability among each of these assessments depending on how they are used to meet each goal  . Many researchers have struggled with the question of how to compare scores across tests  . For example, Braun and Qian (2007); Mislevy (1992); and NRC (1999a, 1999b) have produced important publications documenting the challenges to and potential approaches for comparing scores across states using NAEP, state tests, and other measures  . The ","cbCaigXuExgGCBpU","https://ap.wps.com/l/cbCaigXuExgGCBpU","pdf",1342882,26,"English","# Introduction\n## Requirements for Comparability\n### Purpose\n### Content\n### Administration Conditions\n### Psychometric Characteristics\n# Common Practice\n## Levels of Comparability\n# Examples\n## Interim to Summative Assessments\n## State High School Assessment to College-Readiness Exam\n## Cross-State Comparisons\n## National Assessments Compared to International Benchmarks\n## Different International Assessments Compared\n# Conclusion\n# References","[{\"question\":\"What does comparability mean across different educational assessments?\",\"answer\":\"Scores are comparable when they can be validly related even if measurements come from different times, places, or variations in assessments and procedures.\"},{\"question\":\"Which factors influence the degree of comparability that can be assumed?\",\"answer\":\"Stated test purpose, similarity of assessment content, administration conditions, and psychometric properties all affect how confidently comparisons can be interpreted.\"},{\"question\":\"What kinds of comparisons are discussed as examples?\",\"answer\":\"The text provides examples including interim to summative assessments, linking state high school assessments to college-readiness tests, cross-state comparisons, and comparisons between national assessments and international benchmarks.\"}]","Comparability Across Different Assessment Systems - Required Elements and Levels | PDF",1791062365,66]