Development and Validation of the Minnesota Inference Assessment

Autor/inn/en	Kendeou, Panayiota; McMaster, Kristen L.; Butterfuss, Reese; Kim, Jasmine; Slater, Susan; Bulut, Okan
Titel	Development and Validation of the Minnesota Inference Assessment
Quelle	In: Assessment for Effective Intervention, 47 (2021) 1, S.47-52 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Butterfuss, Reese) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420937781
Schlagwörter	Test Construction; Test Validity; Inferences; Computer Assisted Testing; Elementary School Students; Young Children; Video Technology; Questioning Techniques; Comprehension; Progress Monitoring; Reading Tests; Developmentally Appropriate Practices; Measures (Individuals); Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Inference; Inferenz; Frühe Kindheit; Befragungstechnik; Fragetechnik; Verstehen; Verständnis; Lesetest; Entwicklungsbezogene Bildung; Messdaten
Abstract	The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in Grades K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA's technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K-2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K-2. [For the corresponding grantee submission, see ED606358.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01