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ERIC Number: EJ883311
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1534-5084
Examination of an Administrator-Read Vocabulary-Matching Measure as an Indicator of Science Achievement
Borsuk, Ellen R.
Assessment for Effective Intervention, v35 n3 p168-177 2010
Research and development of measures to document ongoing learning within the content areas are in the beginning stages. As such, the current study adds to efforts in the development of the vocabulary-matching measure. Using a modified format of the previously studied vocabulary-matching measure, 63 middle school students completed alternate forms of an administrator-read science measure weekly across 24 data collection periods. Results of hierarchical linear modeling analysis revealed a significant mean growth rate across time (0.26 items per week), significant individual variation in learning rates, and growth rate differences that were significantly predicted by student disability status. General education students had a higher rate of growth than those with disabilities included for science. Results are analyzed and limitations as well as directions for future research are discussed. It is concluded that current findings lend additional validity support to the interpretation of vocabulary-matching scores as indices of learning in the content areas. (Contains 5 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A