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Autor/inn/enSeverino, Lori; Tecce DeCarlo, Mary Jean; Sondergeld, Toni; Izzetoglu, Meltem; Ammar, Alia
TitelA Validation Study of a Middle Grades Reading Comprehension Assessment
QuelleIn: RMLE Online: Research in Middle Level Education, 41 (2018) 10, S.1-16 (16 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1940-4476
DOI10.1080/19404476.2018.1528200
SchlagwörterReading Comprehension; Reading Tests; Reading Instruction; Middle School Students; Adolescents; Grade 8; Test Validity; Reading Skills; Middle School Teachers; Protocol Analysis; Item Response Theory; Private Schools; Public Schools; Suburban Schools
AbstractA student's reading skill is essential to learning. Assessing reading skills, specifically comprehension, is difficult. In the middle grades, students read to learn; and their teachers need a quick, easy assessment that provides immediate data on reading comprehension skill. This study explores the holistic validation approach of one eighth-grade informational text with comprehension questions currently included in the Adolescent Comprehension Evaluation (ACE). Thirty-three eighth-grade students from four different schools participated in the study. Multiple forms of validity evidence were used including test content, response process, internal structure, relationship to other variables, and consequences of testing. These multiple forms of validity evidence provided the researchers with insights into comprehension questions that would not have been uncovered using psychometric means of validation alone. The results of this study support ACE as a direct measure of middle grades students' reading comprehension. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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