Evaluating the Criterion Validity and Classification Accuracy of Universal Screening Measures in Reading

Autor/inn/en	Thomas, Asia S.; January, Stacy-Ann A.
Titel	Evaluating the Criterion Validity and Classification Accuracy of Universal Screening Measures in Reading
Quelle	In: Assessment for Effective Intervention, 46 (2021) 2, S.110-120 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (January, Stacy-Ann A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419857232
Schlagwörter	Reading Tests; Screening Tests; Test Validity; Accuracy; Classification; Achievement Tests; Elementary School Students; Grade 2; Grade 3; Charter Schools; Predictive Validity; High Stakes Tests; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Lesetest; Screening-Verfahren; Testvalidität; Classification system; Klassifikation; Klassifikationssystem; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Charter school; Charter-Schule
Abstract	Educators use universal screening to identify students who may be at risk for not meeting proficiency on the state assessment. Given the potential high-stakes of state tests, using accurate screeners is critical. Independent research is emerging on screeners such as the Measures of Academic Progress (MAP), a computer adaptive test, and the Strategic Teaching Evaluation of Progress (STEP), a developmental reading assessment. This study evaluated the criterion-related validity of MAP and STEP with a state assessment. Additionally, the utility of each screener to distinguish between students at risk and not at risk was evaluated using multiple screening approaches. Participants were two cohorts (Cohort 1 N = 255; Cohort 2 N = 122) of children enrolled in two public charter schools. MAP and STEP were administered in spring of second grade and fall of third grade. Results suggested MAP and STEP scores were significant strong predictors of third-grade state assessment scores. STEP scores explained a small amount of variance in state assessment scores beyond MAP scores alone. Findings support using MAP and STEP to identify students who may be at risk; however, MAP is sufficient as a single screener, using locally derived cut-scores or cut-scores linked to the state assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01