Evaluating Screening Procedures across Changes to the Statewide Achievement Test

Autor/inn/en	Klingbeil, David A.; Van Norman, Ethan R.; Nelson, Peter M.; Birr, Chris
Titel	Evaluating Screening Procedures across Changes to the Statewide Achievement Test
Quelle	In: Assessment for Effective Intervention, 44 (2018) 1, S.17-31 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klingbeil, David A.) ORCID (Birr, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417747390
Schlagwörter	Screening Tests; Achievement Tests; State Programs; Decision Making; Accuracy; Academic Achievement; Predictor Variables; Risk; Common Core State Standards; Academic Standards; Reading Achievement; Mathematics Achievement; Cutting Scores; Benchmarking; Evaluation Methods; Elementary School Students; Middle School Students; Identification; At Risk Students; Remedial Instruction; Measures (Individuals); Wisconsin + Suchen Sie Ihr Suchwort? Screening-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Regierungsprogramm; Decision-making; Entscheidungsfindung; Schulleistung; Prädiktor; Risiko; Common core curriculum; Curriculum; Kerncurriculum; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Identifikation; Identifizierung; Förderkurs; Messdaten
Abstract	Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated the stability of decision-making accuracy estimates across changes to the statewide achievement test. We analyzed extant data from a large suburban district in Wisconsin in 2014-2015 (N = 2,774) and 2015--2016 (N = 2,882). We estimated the decision-making accuracy of recommendations from the Measures of Academic Progress for predicting risk on a Common Core State Standards aligned test (2014-2015) and a new test based on updated academic standards (2015--2016) in reading and math. Findings suggest that sensitivity and specificity estimates were relatively stable in math. Changes in the criterion measure were associated with decreased sensitivity when predicting performance in reading. These results provide initial support for educators to continue existing screening practices until test vendors or state educational agencies establish cut-scores for predicting risk on the newer test. Using a lower cut-score to establish risk (increasing sensitivity while decreasing specificity) may be prudent in reading. Limitations and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01