ERIC Number: EJ1064420
Record Type: Journal
Publication Date: 2015-Jul
Abstractor: As Provided
Reference Count: N/A
Do Intervention-Embedded Assessment Procedures Successfully Measure Student Growth in Reading?
Begeny, John C.; Whitehouse, Mary H.; Methe, Scott A.; Codding, Robin S.; Stage, Scott A.; Nuepert, Shevaun
Psychology in the Schools, v52 n6 p578-593 Jul 2015
Effective intervention delivery requires ongoing assessment to determine whether students are learning at the desired rate. Intervention programs with embedded assessment procedures (i.e., assessment that occurs naturally "during" the process of delivering intervention) can potentially enhance instructional decisions. However, there is almost no psychometric research on this type of assessment procedure. This study was designed to examine the psychometric characteristics of three types of progress measures that are embedded within a commonly used reading intervention program. Results indicated that generalized gains across different oral reading fluency passages predict concurrent gains on common and comprehensive tests of reading fluency, and that immediate instructional gains measured during instruction were significantly different from zero and thus sensitive to intervention effects. Overall findings suggest that at least some embedded assessment procedures demonstrate predictive validity and that these types of procedures have the potential to assist educators with data-driven instructional decisions about students' responsiveness to intervention.
Descriptors: Intervention, Reading Achievement, Outcome Measures, Delivery Systems, Student Evaluation, Psychometrics, Reading Programs, Oral Reading, Reading Fluency, Achievement Gains, Instructional Effectiveness, Predictive Validity, Management Information Systems, Progress Monitoring, Formative Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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