A Comparison of Split-Half and Multilevel Methods to Assess the Reliability of Progress Monitoring Outcomes

Autor/inn/en	Van Norman, Ethan R.; Parker, David C.
Titel	A Comparison of Split-Half and Multilevel Methods to Assess the Reliability of Progress Monitoring Outcomes
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 6, S.616-627 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917696936
Schlagwörter	Curriculum Based Assessment; Hierarchical Linear Modeling; Reliability; Progress Monitoring; Evaluation Methods; Formative Evaluation; Elementary School Students; Grade 3; At Risk Students; Oral Reading + Suchen Sie Ihr Suchwort? Reliabilität; School year 03; 3. Schuljahr; Schuljahr 03; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	One consideration for selecting progress monitoring tools is the reliability in which the instrument measures student response to instruction. Researchers and vendors establish reliability of growth using two analytic methods: (a) calculating slopes to even and odd observations for each student and correlating the resulting slopes (split-half), and (b) estimating a multilevel model and computing the ratio between true and observed variance in growth estimates. It is unclear whether reliability estimates from either analytic method systematically differ. Therefore, it is also unclear whether recommendations regarding the requisite length of time to collect data to achieve sufficient levels of reliability would vary based on the analytic method used to calculate coefficients. Results from this study indicate that the multilevel method yielded systematically higher reliability estimates compared with the split-half method. Bootstrapping confirmed that differences were statistically significant. Researchers and practitioners should be aware that split-half and multilevel reliability estimates are not interchangeable and recommendations regarding the frequency and duration educators should follow when collecting data may depend on the manner in which reliability is estimated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01