Development of reading achievement in second grade: Construction of a process-oriented test series for learning progress assessment using rule-based item design

学习进度测评通过提供关于水平和变化的信息，为教师根据个人需要调整教学提供了合理的依据。然而，目前用于监测阅读进度的测量方法(VSL和LernfortschrittsLesen)并没有区分阅读理解的各个组成部分。此外，到目前为止使用的测试开发过程并不一定会导致同样困难的测试，从而削弱了对更改的解释。目前的研究项目旨在开发一个测试系列，该系列测试由四个等同的(难度相同的)测试组成，使用基于规则的项目设计(即对项目属性的系统操作)来评估单词、句子和语篇水平上阅读理解成分加工的效率。学习进度评估不仅需要心理测量学上的健全工具，而且在测试执行和评分方面也需要非常有效。使用基于互联网的工具Quop，它提供直接的测试执行和评分，53个二年级教室(N=1219)将在计算机上完成四个测试，每个测试间隔三周。数据将使用测试手册设计进行校准，确保每个测量点的每个问题都有四分之一的参与者(N=304)回答。此外，部分样本(12个教室，=276)将完成关于阅读、数学和智力的标准化纸笔成绩测试，教师将被要求对学生的阅读表现进行评分，以验证新的测试系列。除了对测试系列的心理测量学特性进行分析外，研究项目还将关注基于规则的项目设计是否允许开发等同测试的问题。此外，本研究还考察了词、句子和语篇水平上的刺激属性是否会影响(A)项目难度和加工时间以及(B)项目对学习进度的敏感性。采用了一种用于对测试项目的速度和准确性进行建模的分层框架，该框架能够同时估计人的能力和速度以及任务的难度和时间强度。目前的研究项目旨在开发一个测试系列，用于调查阅读中的个人成长轨迹、阅读构成过程及其发展的相互依存关系，以及阅读成长和影响环境的个体差异。此外，这项研究还将得出学习进度评估的测试开发程序的概括性原则。

Learning progress assessment provides a rational basis for teachers to adapt instruction to individual needs by giving information about proficiency level and change. Present measures used for monitoring reading progress (Verlaufsdiagnostik sinnerfassenden Lesens (VSL), Lernfortschrittsdiagnostik Lesen (LDL)), however, do not differentiate between component processes of reading comprehension. Moreover, the test development procedures used so far do not necessarily result in homogeneously difficult tests, derogating the interpretation of change. The current research project aims at developing a test series consisting of four equivalent (homogeneously difficult) tests assessing the efficiency of component processes of reading comprehension on word, sentence, and text level using rule-based item design (i.e. systematic manipulation of item properties). Learning progress assessment does not only require psychometrically sound instruments, but also needs to be very efficient with regard to test execution and scoring. Using the internet-based tool quop, which provides straightforward test execution and scoring, 53 second grade classrooms (N = 1219) will complete four tests on the computer at intervals of three weeks each. Data will be calibrated using a test booklet-design assuring that every item will be answered at each measurement point by one-quarter of the participants (N = 304). In addition, a partial sample (12 classrooms, = 276) will complete standardized paper-pencil achievement tests on reading, mathematics, and intelligence, and teachers will be asked to rate their students´ reading performance to validate the new test series. Besides the analyses of the psychometric properties of the test series, the research project will focus on the question whether a rule-based item design allows the development of equivalent tests. Moreover, it investigates whether stimulus properties on word-, sentence-, and text level influence (a) item difficulty and processing time and (b) item sensitivity to learning progress. A hierarchical framework for modeling speed and accuracy on test items is used that is capable of simultaneously estimating ability and speed on the person side as well as difficulty and time intensity on the task side. The current research project aims at developing a test series that can be used to investigate individual growth trajectories in reading, the interdependence of component processes of reading and their development, as well as interindividual differences in reading growths and influencing circumstances. Moreover, generalizable principles for test development procedures for learning progress assessments will be derived from this study.