ERIC Number: ED211605
Record Type: Non-Journal
Publication Date: 1981-Jul
Reference Count: N/A
Daily Measurement of Reading: Effects of Varying the Size of the Item Pool.
Tindal, Gerald; Deno, Stanley L.
Evidence exists that reading achievement can be measured simply and validly by having students read aloud for one minute from vocabulary lists drawn from their basal reading series. Direct and frequent measurement of student performance using this procedure provides a means for continuously evaluating a student's instructional program. The present study investigated the effects of varying the size of the population of words from which test items for daily testing were sampled. Results indicated that grade-level lists were more sensitive to changes in performance and that across-grade lists produced less variability in performance. The size of the word population did not seem to influence the ability of judges to perform visual analyses of instructional effects. The implications of the findings for measurement and teaching are discussed. (Author)
Descriptors: Elementary Education, Evaluation Methods, Informal Reading Inventories, Item Banks, Reading Achievement, Reading Instruction, Reading Tests, Special Education, Test Construction, Test Items
Editor, IRLD, 350 Elliot Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.