Middle School Reading Assessment: Measuring What Matters Under a RTI Framework

2013

Self Cite

Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Performance moderators are characteristics of students that impact reading performance but are not considered a part of the reading construct. These include (a) background and prior knowledge, (b) metacognitive and self-regulatory strategies and behavior, (c) reading strategies, and (d) student motivation and engagement. In this paper, we argue there is added value in incorporating performance moderators into a reading test design. We characterize added value with respect to the validity of the claims derived from test scores, the interpretation of the test scores, and the relevance to instruction. As a second aim, we present a case for using scenariobased assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

Section: To Gain More Information About Test Takersmentioning

confidence: 99%

Section: The Assessmentsmentioning

confidence: 99%

Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design

O’Reilly

2013

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“…The sample included students in the middle grades (sixth through eighth) in three school districts comprising a mixture of racial/ethnic groups. Evidence of validity of scores includes strong, but not statistically indistinguishable, intercorrelations among the subtests (see also Mislevy & Sabatini, 2012; O'Reilly, Sabatini, Bruce, Pillarisetti, & McCormick, 2012;Sabatini, 2009;Sabatini, Bruce, Pillarisetti, & McCormick, 2010;Sabatini, Bruce, & Sinharay, 2009). The subtest means demonstrate how the relative difficulty and variability of the subtest distributions vary across state test proficiency categories and grades.…”

Section: Summary Conclusion and Next Stepsmentioning

confidence: 99%

“…Classroom teachers can look at evidence of relative strengths and weaknesses across a range of their students to make adjustments to their instructional emphasis in teaching vocabulary, morphological patterns, or assigning reading practice to enhance reading fluency and efficiency. We have been working with pilot schools to develop professional development packages to assist teachers in using RISE score evidence in making sound decisions aligned with their instructional knowledge and practices (see Mislevy & Sabatini, 2012;O'Reilly et al, 2012;, for other applications).…”

Section: Summary Conclusion and Next Stepsmentioning

confidence: 99%

Sara Reading Components Tests, Rise Form: Test Design and Technical Adequacy

Bruce

Steinberg

2013

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“…The second type of assessment is intended to measure global 11 reading literacy ability (see Bennett, 2011;Bennett & Gitomer, 2009;Deane et al, 2012;O'Reilly et al, 2012;O'Reilly & Sheehan, 2009;Sabatini, Bennett, & Deane, 2011;Sheehan & O'Reilly, 2011. More specifically, we refer to this assessment as the Global Integrated Scenario-Based Assessment of reading, or GISA for short.…”

Section: What Is Measured: Components Of Reading and Global Comprehenmentioning

confidence: 99%

Preliminary Reading Literacy Assessment Framework: Foundation and Rationale for Assessment and System Design

O’Reilly

Deane

2013

Self Cite

Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. i AbstractThis report describes the foundation and rationale for a framework designed to measure reading literacy. The aim of the effort is to build an assessment system that reflects current theoretical conceptions of reading and is developmentally sensitive across a prekindergarten to 12th grade student range. The assessment framework is intended to document the aims of the assessment program, define the target constructs to be assessed, and describe the assessment designs that are aligned with the aims and constructs. This framework report is preliminary in that we are engaged in an iterative process of writing and revising the framework, based on what we learn from efforts to instantiate the ideas in new assessment designs and the results we garner from piloting novel designs. We also anticipate drafting further sections to address issues such as the scoring models and analytic plans once assessments have been designed and piloted.