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

二年级阅读成绩的发展：使用基于规则的项目设计构建面向过程的学习进度评估测试系列

基本信息

批准号：
273342676
负责人：
Dr. Natalie Förster
金额：
--
依托单位：
Arbeitseinheit Diagnostik und Evaluation im schulischen Kontext
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/273342676?language=en
关键词：
Development reading achievement second grade

项目摘要

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.

学习进展评价通过提供有关学生的水平和变化的信息，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展的措施（Verlaufsdiagnostik sinnerfassenden Lesens（VSL），Lernfortschrittsdiagnostik Lesen（LDL））并没有区分阅读理解的组成过程。此外，迄今为止使用的测试开发程序并不一定导致同质困难的测试，减损了对变化的解释。目前的研究项目旨在开发一个测试系列，包括四个等效的（同质困难）测试评估的效率组件的阅读理解的单词，句子和文本水平上使用基于规则的项目设计（即项目属性的系统操作）。学习进度评估不仅需要心理测量学上健全的工具，而且还需要在测试执行和评分方面非常有效。使用基于互联网的工具quop，它提供了简单的测试执行和评分，53个二年级教室（N = 1219）将完成四个测试的计算机上每隔三周。将使用测试小册子设计校准数据，确保四分之一的参与者（N = 304）在每个测量点回答每个项目。此外，部分样本（12间教室，= 276）将完成阅读、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成绩进行评分，以验证新的测试系列。除了分析测试系列的心理测量学特性外，研究项目还将关注基于规则的项目设计是否允许开发等效测试的问题。此外，它调查是否在词，句子，和文本水平上的刺激属性的影响（a）项目难度和加工时间和（B）项目的敏感性，学习进展。一个分层的框架，用于建模的速度和准确性的测试项目，能够同时估计能力和速度的人的一面，以及任务的难度和时间强度。本研究旨在开发一个系列测试，用于研究个体阅读的发展轨迹、阅读各组成过程及其发展的相互依赖性、阅读发展的个体差异以及影响因素。此外，学习进展评估的测试开发程序的一般原则将来自本研究。