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ERIC Number: ED612316
Record Type: Non-Journal
Publication Date: 2019
Pages: 38
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Available Date: N/A
Can We Learn from Student Mistakes in a Formative, Reading Comprehension Assessment?
Grantee Submission
This paper describes an on-going project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low-scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple-choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three-response-type structure of items required re-thinking the IRT modeling. IRT-modeling results are presented, and implications for formative assessments and instructional use are discussed. [This paper was published in "Journal of Educational Measurement" v56 p815-835 2019 (EJ1236256).]
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A140185
Author Affiliations: N/A