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PARA Field Test. Martha Thurlow, Deborah Dillon, Jamal Abedi, Marsha Brauen June 22, 2010 Partnership for Accessible Reading Assessment (PARA):

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Para field test
PARA Field Test

Martha Thurlow, Deborah Dillon,

Jamal Abedi, Marsha Brauen

June 22, 2010

Partnership for Accessible Reading Assessment (PARA):

A collaboration between the University of Minnesota’sNational Center on Educational Outcomes (NCEO) and the Department of Curriculum & Instruction; CRESST, University of California, Davis; and Westat

www.readingassessment.info


Background studies
Background Studies

  • Item Analyses

  • Segmenting Study

  • Reading Pen Study

  • Motivation Study


Final accessible reading assessment
Final “Accessible” Reading Assessment

  • High Interest Passages

  • Segmented Passages

  • Universal Design Considerations


Measures
Measures

  • PARA Test Performance

  • State Reading Test Performance

  • Motivation to Read Questionnaire


Design
Design

Pre-information on Each Student:

Gender, Age, Reading level, State test score, and MRQ Survey

Typical State Assessment (Proxy)

Lower Interest

No Segmenting of Passages

PARA Accessible Assessment

High Interest

Segmented Passages



Students With Disabilities

Group A

Group B

Type of Assessment

Accessible Reading Assessment

“Regular” Assessment

Hypothesized Outcome

Higher Performance

Lower Performance

Hypotheses – Students with Disabilities


Students Without Disabilities

Group A

Group B

Type of Assessment

“Regular” Assessment

Accessible Reading Assessment

Hypothesized Outcome

No Difference

Hypotheses – Students without Disabilities



Distribution of mean scores on mrq for grade 8 preliminary data
Distribution of Mean Scores on MRQ for Grade 8 – Preliminary Data


Mean scores on mrq across subgroups for n 20 preliminary data
Mean Scores on MRQ across Subgroups for N>=20 – Preliminary Data




Analyses Underway

  • Attempting to obtain additional subjects

  • Administrations very positive – despite the time of year

  • Student persistence high

Partnership for Accessible Reading Assessment


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