Combining Scores in Multiple-Criteria Assessment Systems: The Impact of Combination Rule
Best practice in gifted and talented identification procedures involves making decisions on the basis of multiple measures. However, very little research has investigated the impact of different methods of combining multiple measures. This article examines the consequences of the conjunctive (“and”)...
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| Veröffentlicht in: | The Gifted child quarterly 2014-01, Vol.58 (1), p.69-89 |
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| container_title | The Gifted child quarterly |
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| creator | McBee, Matthew T. Peters, Scott J. Waterman, Craig |
| description | Best practice in gifted and talented identification procedures involves making decisions on the basis of multiple measures. However, very little research has investigated the impact of different methods of combining multiple measures. This article examines the consequences of the conjunctive (“and”), disjunctive/complementary (“or”), and compensatory (“mean”) models for combining scores from multiple assessments. It considers the impact of rule choice on the size of the student population, the ability heterogeneity of the identified students, and the psychometric performance of such systems. It also uses statistical simulation to examine the performance of the state of Georgia’s mandated and complex multiple-criteria assessment system. |
| doi_str_mv | 10.1177/0016986213513794 |
| format | Article |
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| ispartof | The Gifted child quarterly, 2014-01, Vol.58 (1), p.69-89 |
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| subjects | Ability Identification Academic Achievement Academically Gifted Best Practices Cognitive Abilities Test Cognitive Ability Correlation Creativity Decision Making Educational tests & measurements Error of Measurement Evaluation Criteria Georgia Gifted children Iowa Tests of Basic Skills Motivation Psychological tests Reliability Simulation Stanford Achievement Tests Statistical Analysis Student Evaluation Student Motivation Students Testing Programs |
| title | Combining Scores in Multiple-Criteria Assessment Systems: The Impact of Combination Rule |
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