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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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Presentation Transcript
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

slide7

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

slide8

Students Without Disabilities

Group A

Group B

Type of Assessment

“Regular” Assessment

Accessible Reading Assessment

Hypothesized Outcome

No Difference

Hypotheses – Students without Disabilities

slide14

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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