NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1236256
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0655
Can We Learn from Student Mistakes in a Formative, Reading Comprehension Assessment?
Liu, Bowen; Kennedy, Patrick C.; Seipel, Ben; Carlson, Sarah E.; Biancarosa, Gina; Davison, Mark L.
Journal of Educational Measurement, v56 n4 p815-835 Win 2019
This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low-scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple-choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three-response-type structure of items required rethinking the item response theory (IRT) modeling. IRT-modeling results are presented, and implications for formative assessments and instructional use are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140185