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ERIC Number: ED531516
Record Type: Non-Journal
Publication Date: 2008
Pages: 93
Abstractor: As Provided
Reference Count: 16
Examining the Technical Adequacy of Fifth-Grade Reading Comprehension Measures in a Progress Monitoring Assessment System. Technical Report # 08-07
Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
This technical report describes the development and piloting of reading comprehension measures developed for use by fifth-grade students as part of an online progress monitoring assessment system, Each comprehension measure is comprised of an original work of narrative fiction approximately 1500 words in length followed by 20 selected response questions that sample literal, inferential, and evaluative comprehension. All measures were piloted with fifth-grade students attending public schools in the Pacific Northwest, and results were analyzed using Item Response Theory (IRT). Complete results of the pilot testing are presented and discussed. Appended are: (1) Item Specifications for MC Comprehension; (2) Suggested Guidelines for Ordering Items for Test Pull and Test Form Development; and (3) Item Ordering Tables for Fifth Grade, Story 1 and 2. (Contains 42 tables.)
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)