Partnership for Accessible Reading Assessment (PARA): Calibration & Motivation Studies presentation to the Technical Advisory Committee October 11, 2007 Deborah Dillon & David O’Brien University of Minnesota. The Calibration Study. Calibration Study.
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Partnership for Accessible Reading Assessment (PARA):Calibration & Motivation Studiespresentation to the Technical Advisory Committee October 11, 2007Deborah Dillon & David O’BrienUniversity of Minnesota
The purpose of the study is to scale or calibrate the measurement tools that will be used in a large-scale accessible reading assessment for students with disabilities.
This process allows investigators to empirically determine the comparability of passages and items used in the reading assessment study by placing all passages and questions on a common IRT (item response theory) -based equal-interval measurement scale.
1. What is the difficulty of each reading passage (based on a passage total score, which, in turn, is based on performance on all passage comprehension items/questions) and each comprehension item/question?
3. Based on IRT item fit statistics, what multiple choice items should be retained and which should be eliminated?
4. Which reading passages do students prefer to read?
A representative total sample of 600 students
Students representing the full range of reading ability, including students with disabilities are included in the study
Table 1 Distribution of 10 anchor passages
This preliminary item/passage psychometric calibration study will allow for:
This “item fit analysis” will determine which items will be retained and those that will be eliminated.
Purpose: To examine whether improving the motivational characteristics of a large-scale reading assessment increases its accessibility for students with disabilities, and in so doing provides a more valid assessment of these students’ reading proficiency due to their increased engagement.
280 students who are fluent in English
(e.g., difficulty; interest), and
A counterbalanced stratified random assignment design will be used with experimental choice (C) groups that select reading passages for the assessment (“design your own assessment”) and control no choice (NC) groups that do not select passages
Students in the experimental group are given choice (C) in selecting the passages they read in comparison to students in a control group who are not given choice in selecting passages (NC).
Note. Y = reading score.