ERIC Number: EJ1236256
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
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.
Descriptors: Formative Evaluation, Reading Comprehension, Story Reading, Test Construction, Progress Monitoring, Error Patterns, Reading Skills, Multiple Choice Tests, Test Reliability, Test Validity, Item Response Theory
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140185