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It examines comparability for individual scores on the “same test,” aggregated group scores, and comparisons within a single assessment system and across different systems. Special focus covers English learner students, students with disabilities, and multilingual and multicultural contexts, culminating in guidance for interpreting test-score comparisons for parents, districts, and state policy makers.",{"@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":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparability-of-large-scale-educational-assessments-issues-and-recommendations/274449/",{"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-of-large-scale-educational-assessments-issues-and-recommendations/274449.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the report address regarding large-scale educational assessments?","Question",{"text":112,"@type":113},"It focuses on when and how assessment results can be compared across different levels and contexts, especially given that stakeholders may ask different questions about the same assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report treat comparability for individual and group scores?",{"text":117,"@type":113},"It separates issues for individual students’ scores on the “same test” from issues for aggregated group scores on the “same test,” recognizing that different validity and interpretation concerns apply.",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance is provided for special populations and contexts?",{"text":121,"@type":113},"The report includes dedicated sections on comparability for English learner students, students with disabilities, and multilingual and multicultural assessment contexts, followed by a chapter on interpreting test-score comparisons.","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},274449,1789477385,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"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":129,"read_time":144,"preview_page_count":4},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Comparability of Large-Scale  \nEducational Assessments  \nISSUES and RECOMMENDATIONS  \nNATIONAL ACADEMY of EDUCATION  \nAmy I. Berman, National Academy of Education Edward H. Haertel, Stanford University James W. Pellegrino, University of Illinois at Chicago  \nNational Academy of Education Washington, DC  \nNATIONAL ACADEMY OF EDUCATION 500 Fifth Street, NW Washington, DC 20001  \nNOTICE: This project and research reported here were supported by a grant from Smarter Balanced/ University of California, Santa Cruz. The opinions expressed are those of the editors and authors and do not represent the views of Smarter Balanced/University of California, Santa Cruz.  \nDigital Object Identifier: 10.31094/2020/1  \nAdditional copies of this publication are available from the National Academy of Education, 500 Fifth Street, NW, Washington, DC 20001; [http://www.naeducation.org](http://www.naeducation.org).  \nCopyright 2020 by the National Academy of Education. All rights reserved.  \nSuggested citation: Berman, A. I., Haertel, E. H., & Pellegrino, J. W. (2020) . Comparability of Large-Scale Educational Assessments: Issues and Recommendations. Washington, DC: National Academy of Education.  \nThe National Academy of Education (NAEd) advances high-quality research to improve education policy and practice. Founded in 1965, the NAEd consists of U.S. members and international associates who are elected on the basis of scholarship related to education. The Academy undertakes research studies to address pressing educational issues and administers professional development fellowship programs to enhance the preparation of the next generation of education scholars.  \nCOMPARABILITY OF LARGE-SCALE EDUCATIONAL  \nASSESSMENTS: ISSUES AND RECOMMENDATIONS  \nSteering Committee  \nEdward H. Haertel (Co-Chair), Graduate School of Education, Stanford University James W. Pellegrino (Co-Chair), Learning Sciences Research Institute, University of  \nIllinois at Chicago  \nLouis M. Gomez, Graduate School of Education and Information Studies, University of California, Los Angeles  \nLarry V. Hedges, Department of Statistics, Northwestern University  \nJoan L. Herman, National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles  \nDiana C. Pullin, Lynch School of Education and Human Development, Boston College  \nMarshall S. Smith, Carnegie Foundation for the Advancement of Teaching Guadalupe Valdes, Graduate School of Education, Stanford University  \nStaff  \nAmy I. Berman, Deputy Director  \nContents  \nEXECUTIVE SUMMARY 1  \n1 INTRODUCTION: FRAMING THE ISSUES 9  \nAmy Berman, National Academy of Education; Edward Haertel,  \nStanford University; and James Pellegrino, University of Illinois at Chicago  \n2 COMPARABILITY OF INDIVIDUAL STUDENTS’ SCORES  \nON THE “SAME TEST” 25  \nCharles DePascale and Brian Gong, National Center for the Improvement  \nof Educational Assessment (Center for Assessment)  \n3 COMPARABILITY OF AGGREGATED GROUP SCORES  \nON THE “SAME TEST” 49  \nLeslie Keng and Scott Marion, Center for Assessment  \n4 COMPARABILITY WITHIN A SINGLE ASSESSMENT SYSTEM 75  \nMark Wilson, University of California, Berkeley, and Richard Wolfe,  \nOntario Institute for Studies in Education, University of Toronto  \n5 COMPARABILITY ACROSS DIFFERENT ASSESSMENT SYSTEMS 123  \nMarianne Perie, Measurement in Practice, LLC  \n6 COMPARABILITY WHEN ASSESSING ENGLISH  \nLEARNER STUDENTS 149  \nMolly Faulkner-Bond, WestEd, and James Soland, University of  \nVirginia/Northwest Evaluation Association (NWEA)  \n7 COMPARABILITY WHEN ASSESSING INDIVIDUALS  \nWITH DISABILITIES 177  \nStephen Sireci and Maura O’Riordan, University of Massachusetts Amherst  \n8 COMPARABILITY IN MULTILINGUAL AND MULTICULTURAL  \nASSESSMENT CONTEXTS 205  \nKadriye Ercikan, Educational Testing Service/University of British Columbia, and Han-Hui Por, Educational Testing Service  \n9 INTERPRETING TEST-SCORE COMPARISONS 227  \nRandy Bennett, Educational Testing Service  \nBIOGRAPHICAL SKETCH","cbCaitlDgUxXPXPK","https://ap.wps.com/l/cbCaitlDgUxXPXPK","pdf",7205812,256,"English","# Executive Summary\n# Introduction: Framing the Issues\n# Comparability of Individual Students’ Scores on the “Same Test”\n# Comparability of Aggregated Group Scores on the “Same Test”\n# Comparability Within a Single Assessment System\n# Comparability Across Different Assessment Systems\n# Comparability When Assessing English Learner Students\n# Comparability When Assessing Individuals With Disabilities\n# Comparability in Multilingual and Multicultural Assessment Contexts\n# Interpreting Test-Score Comparisons","[{\"question\":\"What problem does the report address regarding large-scale educational assessments?\",\"answer\":\"It focuses on when and how assessment results can be compared across different levels and contexts, especially given that stakeholders may ask different questions about the same assessments.\"},{\"question\":\"How does the report treat comparability for individual and group scores?\",\"answer\":\"It separates issues for individual students’ scores on the “same test” from issues for aggregated group scores on the “same test,” recognizing that different validity and interpretation concerns apply.\"},{\"question\":\"What guidance is provided for special populations and contexts?\",\"answer\":\"The report includes dedicated sections on comparability for English learner students, students with disabilities, and multilingual and multicultural assessment contexts, followed by a chapter on interpreting test-score comparisons.\"}]","Comparability of Large-Scale Educational Assessments - Issues and Recommendations | PDF",645]