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Autor/inBorsuk, Ellen R.
TitelExamination of an Administrator-Read Vocabulary-Matching Measure as an Indicator of Science Achievement
QuelleIn: Assessment for Effective Intervention, 35 (2010) 3, S.168-177 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1534-5084
DOI10.1177/1534508410372081
SchlagwörterScience Achievement; Vocabulary; Objective Tests; Curriculum Based Assessment; Measures (Individuals); Middle School Students; Grade 6; Grade 7; Disabilities
AbstractResearch and development of measures to document ongoing learning within the content areas are in the beginning stages. As such, the current study adds to efforts in the development of the vocabulary-matching measure. Using a modified format of the previously studied vocabulary-matching measure, 63 middle school students completed alternate forms of an administrator-read science measure weekly across 24 data collection periods. Results of hierarchical linear modeling analysis revealed a significant mean growth rate across time (0.26 items per week), significant individual variation in learning rates, and growth rate differences that were significantly predicted by student disability status. General education students had a higher rate of growth than those with disabilities included for science. Results are analyzed and limitations as well as directions for future research are discussed. It is concluded that current findings lend additional validity support to the interpretation of vocabulary-matching scores as indices of learning in the content areas. (Contains 5 tables and 1 figure.) (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
Update2017/4/10
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