Continuous norming in learning progress monitoring—An example for a test in spelling from grade 2–4. - Schurig, M., Blumenthal, S. & Gebhardt, M.
One of the main goals of teachers and the entire school system is to close learning gaps and support children with learning difficulties. Identifying these children and monitoring their progress is critical to this task.
Continuous norming is particularly useful for learning assessments that may be administered at different points in time. Areas that were not present in the norming sample are extrapolated. As an example, data on the formative measurement of spelling performance in primary school from Mecklenburg-Vorpommern (N = 3000) from grades two to four are scaled. The derived comparative values are thus independent of specific points in time. The tests meet the requirements of item response models and transfer well to continuous norms.
We recommend using the 10th or 20th percentile as cut-off points for promotion decisions, as the 5th percentile is too little differentiated. This corresponds to the use as a screening instrument for promotion level 2 in an RTI approach.
Schurig M, Blumenthal S and Gebhardt M (2022) Continuous norming in learning progress monitoring—An example for a test in spelling from grade 2–4. Front. Psychol. 13:943581. doi: https://doi.org/10.3389/fpsyg.2022.943581