NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1136929
Record Type: Journal
Publication Date: 2017-May
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Progress Monitoring with Computer Adaptive Assessments: The Impact of Data Collection Schedule on Growth Estimates
Nelson, Peter M.; Van Norman, Ethan R.; Klingbeil, Dave A.; Parker, David C.
Psychology in the Schools, v54 n5 p463-471 May 2017
Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were available for 278 fourth- and fifth-grade students. Growth estimates were obtained when five, three, and two data collections were available across 18 weeks. Data were analyzed by grade to evaluate any observed differences in growth. Further, root mean square error values were obtained to evaluate differences in individual student growth estimates across data collection schedules. Group-level estimates of growth did not differ across data collection schedules; however, growth estimates for individual students varied across the different schedules of data collection. Implications for using CATs to monitor student progress at the individual or group level 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: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A