The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores from a Computer Adaptive Assessment of Reading Comprehension

Autor/inn/en	Petscher, Yaacov; Foorman, Barbara R.; Truckenmiller, Adrea J.
Titel	The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores from a Computer Adaptive Assessment of Reading Comprehension
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 2, S.408-423 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1178361
Schlagwörter	Reading Comprehension; Comparative Analysis; Randomized Controlled Trials; Control Groups; Item Response Theory; Scores; Testing; Reliability; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 10; Experimental Groups; Laboratory Schools; Achievement Tests; Standardized Tests; State Standards; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Leseverstehen; Item-Response-Theorie; Testdurchführung; Testen; Reliabilität; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Laborschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Standadised tests; Standardisierter Test
Abstract	The objective of the present study was to evaluate the extent to which students who took a computer adaptive test of reading comprehension accounting for testlet effects were administered fewer passages and had a more precise estimate of their reading comprehension ability compared to students in the control condition. A randomized controlled trial was used whereby 529 students in Grades 4-8 and 10 were randomly assigned to one of two conditions, both of whom took a computerized adaptive assessment of reading comprehension. Participants in the experimental condition had ability scores estimated as a function of an item response model, which accounted for item-dependence effects in the reading assessment, whereas control students took a version where item-dependence effects were not controlled. Results indicated that examinees in the experimental condition took fewer passages (average Hedges' "g" = 0.97) and had more reliable estimates of their reading comprehension ability (average Hedges' "g" = 0.60). Findings are discussed in the context of potential time savings in assessment practices without sacrificing reliability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01