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AutorenDavison, Mark L.; Biancarosa, Gina; Carlson, Sarah E.; Seipel, Ben; Liu, Bowen
TitelPreliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test
QuelleIn: Assessment for Effective Intervention, 43 (2018) 3, S.169-181 (13 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1534-5084
DOI10.1177/1534508417728685
SchlagwörterMultiple Choice Tests; Computer Assisted Testing; Pilot Projects; Measurement; Diagnostic Tests; Error Patterns; Statistical Analysis; Inferences; Construct Validity; Test Reliability; Reading Tests; Reading Comprehension; Elementary School Students; Raw Scores; Item Response Theory
AbstractThe computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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