Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study

Autor/inn/en	Klingbeil, David A.; Van Norman, Ethan R.; Nelson, Peter M.
Titel	Using Interval Likelihood Ratios in Gated Screening: A Direct Replication Study
Quelle	In: Assessment for Effective Intervention, 47 (2021) 1, S.14-25 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klingbeil, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420953894
Schlagwörter	Achievement Tests; Grade 6; Grade 7; At Risk Students; Middle School Students; Statistical Analysis; Efficiency; Accuracy; Classification; Mathematics; Probability; Pretests Posttests; Screening Tests; Wisconsin; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse; Effectiveness; Effektivität; Wirkungsgrad; Classification system; Klassifikation; Klassifikationssystem; Mathematik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Screening-Verfahren
Abstract	This direct replication study compared the use of dichotomized likelihood ratios and interval likelihood ratios, derived using a prior sample of students, for predicting math risk in middle school. Data from the prior year state test and the Measures of Academic Progress were analyzed to evaluate differences in the efficiency and diagnostic accuracy of gated screening decisions. Post-test probabilities were interpreted using a threshold decision-making model to classify student risk during screening. Using interval likelihood ratios led to fewer students requiring additional testing after the first gate. But, when interval likelihood ratios were used, three tests were required to classify 6th- and 7th-grade students as at-risk or not at-risk. Only two tests were needed to classify students as at-risk or not at-risk when dichotomized likelihood ratios were used. Acceptable sensitivity and specificity estimates were obtained, regardless of the type of likelihood ratios used to estimate post-test probabilities. When predicting academic risk, interval likelihood ratios may be best reserved for situations where at least three successive tests are available to be used in a gated screening model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01