Demonstration of an Innovative Reading Comprehension Diagnostic Tool

Autor/inn/en	Carlson, Sarah E.; Seipel, Ben; Biancarosa, Gina; Davison, Mark L.; Clinton, Virginia
Titel	Demonstration of an Innovative Reading Comprehension Diagnostic Tool
Quelle	(2019), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seipel, Ben) ORCID (Clinton, Virginia) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Comprehension; Standardized Tests; Diagnostic Tests; Computer Assisted Testing; Cognitive Processes; Reading Processes; Curriculum Development; Reading Instruction; Alignment (Education); Inferences; Instructional Design; Cloze Procedure; Reading Tests; Reading Difficulties; Scoring; Test Use; Elementary School Students; Test Validity; Test Items; College Students + Suchen Sie Ihr Suchwort? Leseverstehen; Standadised tests; Standardisierter Test; Diagnostic test; Diagnostischer Test; Cognitive process; Kognitiver Prozess; Leseprozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Leseunterricht; Inference; Inferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Lückentext; Lesetest; Reading difficulty; Leseschwierigkeit; Bewertung; Testanwendung; Testvalidität; Test content; Testaufgabe; Collegestudent
Abstract	This demonstration introduces and presents an innovative online cognitive diagnostic assessment, developed to identify the types of cognitive processes that readers use during comprehension; specifically, processes that distinguish between subtypes of struggling comprehenders. Cognitive diagnostic assessments are designed to provide valuable information by measuring specific processes emphasized during learning, and can provide instructionally relevant results aligned with curriculum that other large-scale, standardized assessments cannot provide. This hands-on session includes in-formation behind how the technology of MOCCA was developed, as well as how a reader would experience taking this assessment, how a teacher/educator would find the results of a user's assessment, and which instructional techniques to then use. Interpretation of assessment results and instructional recommendations are obtainable online. Future directions for the continued development of online digital learning regarding how to generate appropriate cognitive processes (e.g., inferences) during reading are ongoing and discussed. [This paper was published in: "EC-TEL Proceedings," LNCS 11722, 2019, pp. 769-772.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01