The Impact of Data Collection Frequency and Trend Estimation Method on the Consistency of Growth Estimates from Two Computer-Adaptive Tests

Autor/inn/en	Van Norman, Ethan R.; Ysseldyke, James E.
Titel	The Impact of Data Collection Frequency and Trend Estimation Method on the Consistency of Growth Estimates from Two Computer-Adaptive Tests
Quelle	In: School Psychology Review, 49 (2020) 1, S.20-30 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1716634
Schlagwörter	Data Collection; Adaptive Testing; Computer Assisted Testing; Computation; Progress Monitoring; Elementary School Students; Trend Analysis; Regression (Statistics); Least Squares Statistics; Response to Intervention; Reading Tests; Mathematics Tests; Grade 2; Grade 3; Grade 4; Grade 5; Incidence; Nonparametric Statistics + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Trendanalyse; Regression; Regressionsanalyse; Lesetest; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Vorkommen
Abstract	Within multitiered systems of support, assessment practices that limit the amount of time students miss instruction should be prioritized. At the same time, decisions about student response to intervention need to be based upon technically adequate data. We evaluated the impact of data collection frequency and trend estimation method on the magnitude of average rates of growth as well as the stability of individual estimates of growth from a computer-adaptive test. Students in Grades 2 through 5 (n > 2,000) were progress monitored once a month across the 2015-2016 school year with Star Reading or Star Math assessments. Results suggest that using ordinary least squares regression to estimate growth from triannual screening periods is generally sufficient to make program evaluation decisions about response to instruction across a school year. To make decisions about individual student progress, data should be collected at a minimum bimonthly but preferably once a month. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01