Technical Adequacy and Cost Benefit of Four Measures of Early Literacy
Issue/Topic: Assessment; P-3; Reading/Literacy
Author(s): McBride, James; Milone, Michael; Stickney, Eric; Ysseldyke, Jim
Organization(s): Academic Therapy Publications; Renaissance Learning, Inc.; University of Minnesota
Publication: Canadian Journal of School Psychology
Published On: 1/1/2010
Much of the extensive attention currently given to the assessment of early literacy skills was stimulated by the Reading First and Early Reading First components of the No Child Left Behind Act. This study is among the first to compare assessments used in early reading programs with one another and to focus on their validity as measures of the five critical components of reading development identified by the US National Research Panel.
To evaluate the technical adequacy and information/cost return of computerized adaptive test assessments and several established assessments used in early reading programs.
In terms of the amount of information per unit of test administration time or teachers' time, computerized adaptive tests in general, and STAR Early Literacy in particular (a computerized adaptive test of early literacy skills), are attractive options for early reading assessment.
- The data support the usefulness and cost-effectiveness of computerized adaptive tests, as an alternative to traditional group- or teacher-administered assessments of early reading skills. STAR Early Literacy's average administration time is less than 10 minutes, and scoring, record-keeping, and report preparation are all automated.
- In contrast, group-administered test batteries like Group Reading Assessment Diagnostic Evaluation typically require at least a full-class period to administer. Individually administered assessments like Dynamic Indicators of Basic Early Literacy and Texas Primary Reading Inventory, although nominally shorter, require a great deal more of the teacher's time for test administration, scoring, recording, and reporting.
Computerized adaptive tests are an attractive option for early reading assessment and for any application that requires evaluating or monitoring the progress of young children as they develop the skills that will make them readers.
Correlations and summary statistic analyses
633 students in Grades K-2 from 8 schools in 7 geographically dispersed states
Year data is from:
Data Collection and Analysis:
Analysis of data collected from four early reading assessments: the Dynamic Indicators of Basic Early Literacy Skills, STAR Early Literacy, Group Reading Assessment and Diagnostic Evaluation, and the Texas Primary Reading Inventory
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