The Predictive Validity of a Computer-Adaptive Assessment of Kindergarten and First-Grade Reading Skills

Clemens, Nathan H.; Hagan-Burke, Shanna; Luo, Wen; Cerda, Carissa Analise; Blakely, Alane; Frosch, Jennifer; Gamez-Patience, Brenda A; Jones, Meredith

doi:10.17105/spr44-1.76-97

Cited by 29 publications

(21 citation statements)

References 23 publications

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“…The first study used a sample of 98 kindergartners, 18% of whom were considered to be ELs, to examine to what extent their Star scores predicted students' end of year reading skills. The results of this study, which is limited by its small sample size, were mixed (Clemens et al, ). The second study used a larger sample of 633 kindergarten, Grade 1, and Grade 2 students to examine the relationship between Star literacy scores and scores on other literacy assessments.…”

Section: Resultsmentioning

confidence: 83%

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Ackerman

2018

ETS Research Report Series

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In this report I share the results of a document‐based, comparative case study aimed at increasing our understanding about the potential utility of state kindergarten entry assessments (KEAs) to provide evidence of English learner (EL) kindergartners' knowledge and skills and, in turn, inform kindergarten teachers' instruction. Using a sample of 9 purposely selected state KEAs and their respective policies, the focus of the study was to what extent these measures contain items that are specific to ELs, allow or mandate the use of linguistic accommodations, and have policies on KEA assessor or observer linguistic capacity. Also of interest was the degree to which research supports the use of these measures with EL students. The study's results suggest that the 9 sample KEAs represent 3 different profiles along a less‐to‐more continuum of EL‐specific content, linguistic accommodations and assessor/observer linguistic capacity policies, and EL‐relevant research. These results have implications for policymakers who are tasked with selecting or developing a KEA aimed at informing kindergarten teachers' instruction as well as the future research to be conducted on KEAs designed for this purpose.

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Section: Resultsmentioning

confidence: 83%

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Ackerman

2018

ETS Research Report Series

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“…Expanding on this work, a second study examined the degree to which fall, winter, and spring kindergarten SEL scores predict end of kindergarten and end of first-grade reading skills compared with paper-based measures of early literacy (Clemens et al, 2015). A total of 98 kindergarten students participated, with 71 participants remaining at end of first grade, 1 year later.…”

Section: Cats As Universal Screenersmentioning

confidence: 99%

“…Kindergarten spring SEL was a statistically significant predictor of both first-grade factors, accounting for 37% of variance in reading accuracy and 33% of the variance in reading fluency. The accuracy of SEL in predicting later reading performance on WID, WAT, and WRF in kindergarten and on WID, WAT, and R-CBM in first grade was also examined (Clemens et al, 2015). For the kindergarten analysis, AUC ranged from .81 to .94.…”

Section: Cats As Universal Screenersmentioning

confidence: 99%

Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test

Ochs

Keller‐Margulis

Santi

et al. 2018

Assessment for Effective Intervention

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Universal screening is the first mechanism by which students are identified as at risk of failure in the context of multitiered systems of supports. This study examined the validity and diagnostic accuracy of a reading computer-adaptive test as a screener to identify state achievement test performance for third through fifth graders ( N = 1,696). Single time points and slopes within year and longitudinally were examined. Validity results for single points were moderate (.60–.79, p < .002). Validity for slopes and the state test were weak or not significant. Diagnostic accuracy cut scores that maximized sensitivity and specificity yielded high accuracy for single points whereas sensitivity was inadequate for slopes. Practical implications and future directions are presented.

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“…Estudos, como os de Carson et al (2011) e Clemens et al (2015), com instrumentos adaptativos computadorizados revelam diversas vantagens na sua utilização, entre as mais significativas estão a redução nos custos do material, rapidez na análise e coleta, a possibilidade de realização em grandes grupos e, principalmente, a resposta imediata dos resultados individuais e do grupo em análise. Internacionalmente, o uso de instrumentos adaptativos computadorizados está cada vez mais comum.…”

Section: Anounclassified

Teste de habilidades preditoras da leitura: normas de habilidade para crianças

Minervino

Dias

2017

Aval. Psicol.

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RESUMO O objetivo da investigação consistiu em construir os dados normativos das habilidades em consciência fonológica e memória visual do Teste de Habilidades Preditoras da Leitura (THPL) para crianças entre 4 e 8 anos. O instrumento avalia o nível de habilidade em consciência fonológica e memória visual, é de fácil aplicação, autoaplicável, adaptativo e informatizado. Participaram da investigação 404 crianças, meninas e meninos frequentando escolas da educação infantil ou fundamental. Foram conduzidas ANOVAs e análises post-hoc em função da escolaridade e idade, que as análises evidenciaram diferenças significativas. Os resultados revelaram que as crianças mais velhas e de séries mais avançadas possuem melhor habilidade no THPL do que as crianças mais novas e em séries iniciais. Foram utilizadas escalas de valores percentis, como medida normativa das habilidades avaliadas por ano escolar e idade. O instrumento poderá ser utilizado em contexto de pesquisa para análise do desempenho infantil em tarefas de elementos essenciais ao processo exitoso da leitura.

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The Predictive Validity of a Computer-Adaptive Assessment of Kindergarten and First-Grade Reading Skills

Cited by 29 publications

References 23 publications

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test

Teste de habilidades preditoras da leitura: normas de habilidade para crianças

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