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A Multistage Adaptive and Accessible Reading Assessment for Accountability Cara Cahalan Laitusis

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A Multistage Adaptive and Accessible Reading Assessment for Accountability Cara Cahalan Laitusis ETS. Branden Hart Teresa King* Skip Livingston Pavan Pillarisetti Kitty Sheehan Elizabeth Stone* Klaus Zechner. ETS Contributors. Linda Cook* Kelly Bruce Jennifer Dean Dan Eignor

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Presentation Transcript
ets contributors

Branden Hart

Teresa King*

Skip Livingston

Pavan Pillarisetti

Kitty Sheehan

Elizabeth Stone*

Klaus Zechner

ETS Contributors
  • Linda Cook*
  • Kelly Bruce
  • Jennifer Dean
  • Dan Eignor
  • Lois Frankel
  • Gena Gourley
  • Eric Hansen
dara goal 4
DARA Goal 4
  • Field test a multi-stage component-based reading assessment.
    • Reduce number of students performing at “chance level”
    • Allow students to show what they know
    • Push instructional to include both comprehension and reading fluently for students with reading-based LD
accessibility elements
Accessibility Elements
  • Students with disabilities included in pilot test
  • “Higher” interest passages selected based on student ratings
  • Single column question format (increased white space and reduced wrapping of text)
  • Included “context” sentence
  • Panel of disability experts reviewed items and made suggested revisions (simplified language)
primary research questions
Primary Research Questions
  • For accountability purposes, is it possible to combine scores from the two different routes on the component test (i.e., average scores from Test 1 and Test 2)?
  • Is the Component test more accessible than the state assessment
    • Do RLD students do better on the Component test than the state assessment while students without disabilities (NLD) perform similarly on both assessments?
other research questions
Other Research Questions
  • Can we reduce the number of students scoring at chance level?
  • Can we use automated scoring technology (SpeechRater) to score oral reading fluency measure?
  • Can we accurately route students based on 7, 14, 21, and 28 items?
  • What is the best measure of oral reading fluency?
  • How do we combine fluency and comprehension test scores (50/50, 25/75, 75/25)?
sample
Sample
  • 8th Grade Students
  • 26 Middle Schools
  • 294 RLD (final sample=275)
  • 194 LP (not include in this presentation)
  • 500 Non-Disabled (final sample=486)
primary research questions1
Primary Research Questions
  • For accountability purposes, is it possible to combine scores from the two different routes on the component test (i.e., average scores from Test 1 and Test 2)? YES
  • Is the Component test more accessible than the state assessment
    • Do RLD students do better on the Component test than the state assessment while students without disabilities (NLD) perform similarly on both assessments? YES, for Route 1
future questions for study and policy
Future Questions for Study and Policy
  • Q: What is the best measure of oral reading fluency?
    • Corrected words per minute in 1st minute
    • Words per minute, corrected words per minute, percent correct, rating
  • Q: How do we combine comprehension and fluency scores
    • 25% fluency + 75% comprehension
    • 50/50, 75/25
contact information
Contact information

Cara Cahalan Laitusis

Senior Research Scientist

Educational Testing Service

Mailstop 09R

Princeton, NJ 08541

[email protected]

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