Evaluation of the Computer-Based Orthographic Processing Assessment: An Application of Cognitive Diagnostic Modeling

Autor/inn/en	Chen, Yi-Jui I.; Chen, Yi-Hsin; Anthony, Jason L.; Erazo, Noé A.
Titel	Evaluation of the Computer-Based Orthographic Processing Assessment: An Application of Cognitive Diagnostic Modeling
Quelle	In: Journal of Psychoeducational Assessment, 40 (2022) 2, S.271-292 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yi-Jui I.) ORCID (Chen, Yi-Hsin) ORCID (Erazo, Noé A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211056396
Schlagwörter	Elementary School Students; Grade 2; Computer Assisted Testing; Orthographic Symbols; Reading Skills; Test Validity; Test Reliability; Spelling; Reading Processes; Oral Language; Receptive Language; Phonological Awareness; Verbal Ability; Intelligence Tests; Vocabulary; Achievement Tests; Word Recognition; Test Items; California; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Reading skill; Lesefertigkeit; Testvalidität; Testreliabilität; Schreibweise; Leseprozess; Oral interpretation; Mündlicher Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Worterkennung; Test content; Testaufgabe; Kalifornien
Abstract	The Computer-based Orthographic Processing Assessment (COPA) is a newly developed assessment to measure orthographic processing skills, including rapid perception, access, differentiation, correction, and arrangement. In this study, cognitive diagnostic models were used to test if the dimensionality of the COPA conforms to theoretical expectation, evaluate individual items' quality, and examine the validity and the learning sequence of each skill. Results showed that the COPA captures five distinctive operating attributes, but some items could be revised to increase their item quality. Correlations with external variables confirmed that performances on the COPA are more strongly related to literacy outcomes than to oral language outcomes but that the COPA also demonstrates discriminant validity relative to even proximal measures of word reading and spelling. The mastery probabilities and best-fitting hierarchical model indicate that four of the five attributes follow a learning progression that is consistent with information processing theory and that was assumed by developers of the COPA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01