Psychometric Properties of Maze Tasks in Middle School Students

Autor/inn/en	Tolar, Tammy D.; Barth, Amy E.; Francis, David J.; Fletcher, Jack M.; Stuebing, Karla K.; Vaughn, Sharon
Titel	Psychometric Properties of Maze Tasks in Middle School Students
Quelle	In: Assessment for Effective Intervention, 37 (2012) 3, S.131-146 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411413913
Schlagwörter	Middle School Students; Cloze Procedure; Multiple Choice Tests; Reading Tests; Reading Comprehension; Psychometrics; Test Reliability; Test Validity; Grade 6; Grade 7; Grade 8; Formative Evaluation; Student Evaluation; Intervention; Familiarity; Novelty (Stimulus Dimension); Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lückentext; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lesetest; Leseverstehen; Psychometry; Psychometrie; Testreliabilität; Testvalidität; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung
Abstract	Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and novel Maze passages for progress monitoring of a reading intervention among typical readers (n = 588), struggling readers receiving researcher-provided intervention (n = 471), and struggling readers not receiving intervention (n = 284). Form effects accounted for significant variance in Maze performance. Familiar passages had greater test-retest reliability than novel passages. Both administrative conditions had similar, moderate correlations (validity coefficients) with other measures of reading fluency and comprehension. There were also significant practice effects. Students who read the same passage showed steeper slopes in Maze performance than students who read different passages over time. Practice effects were influenced by beginning levels of reading comprehension and by intervention status. (Contains 1 note, 6 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10