Conceptual Replications of the Critical Content Monitoring General Outcome Measure in Science Content

Autor/inn/en	Mooney, Paul; Lastrapes, Renée E.
Titel	Conceptual Replications of the Critical Content Monitoring General Outcome Measure in Science Content
Quelle	In: Assessment for Effective Intervention, 45 (2020) 2, S.121-134 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418791733
Schlagwörter	Elementary School Students; Outcome Measures; Science Tests; Outcomes of Education; Computer Assisted Testing; Rural Schools; Test Validity; Accuracy; Reading Tests; Standardized Tests; Scores; Correlation; Criterion Referenced Tests; Elementary School Teachers; Teacher Attitudes; Grade 4; Grade 5; Grade 6; Louisiana + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Testvalidität; Lesetest; Standadised tests; Standardisierter Test; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	We conducted conceptual replications for an online-administered general outcome measure known as critical content monitoring in science. Totally, 547 Grades 4 to 6 students from a rural Louisiana school district participated. Research questions addressed criterion validity, diagnostic accuracy, growth, and social validity concerns. Criterion measures included science and reading/literacy subtests from a state accountability test and a nationally standardized test. Findings indicated moderate to strong concurrent and predictive criterion validity correlations for the overall scores, fair diagnostic accuracy statistics for fall and winter and moderate for spring benchmark scores, variable growth scores across grades, and favorable social validity comments from teachers. Study limitations were listed. Research and practice implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01