Statistical Equating with Measures of Oral Reading Fluency

Autor/inn/en	Albano, Anthony D.; Rodriguez, Michael C.
Titel	Statistical Equating with Measures of Oral Reading Fluency
Quelle	In: Journal of School Psychology, 50 (2012) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2011.07.002
Schlagwörter	Curriculum Based Assessment; Reading Fluency; Equated Scores; Psychometrics; Academic Achievement; Evaluation Methods; Research Methodology; Reading Achievement; Statistics + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Schulleistung; Research method; Forschungsmethode; Leseleistung; Statistik
Abstract	Recent research on curriculum-based measurement of oral reading fluency has revealed important issues in current passage development procedures, highlighting how dissimilar passages are problematic for monitoring student progress. The purpose of this paper is to describe statistical equating as an option for achieving equivalent scores across non-parallel reading passages. The psychometric and design properties of words-correct scores are examined, and the requirements of traditional equating methods are discussed. Simulated and empirical words-correct scores are used to demonstrate the steps in the equating process and the situations in which each method is most appropriate. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10