Vertical achievement scales, which range from the lower elementary grades to high school, are used pervasively in educational assessment. Using simulated data modeled after real tests, the present article examines two procedures available for vertical scaling: a Thurstone method and three‐parameter item response theory. Neither procedure produced artifactual scale shrinkage; both procedures produced modest scale expansion for one simulated condition.
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Yen et al. (1997) studied this question.
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