PROGRESS MONITORING WITH COMPUTER ADAPTIVE ASSESSMENTS: THE IMPACT OF DATA COLLECTION SCHEDULE ON GROWTH ESTIMATES

Peter Marlow Nelson, Ethan R. Van Norman, Dave A. Klingbeil, David C. Parker

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were available for 278 fourth- and fifth-grade students. Growth estimates were obtained when five, three, and two data collections were available across 18 weeks. Data were analyzed by grade to evaluate any observed differences in growth. Further, root mean square error values were obtained to evaluate differences in individual student growth estimates across data collection schedules. Group-level estimates of growth did not differ across data collection schedules; however, growth estimates for individual students varied across the different schedules of data collection. Implications for using CATs to monitor student progress at the individual or group level are discussed.

Original languageEnglish (US)
Pages (from-to)463-471
Number of pages9
JournalPsychology in the Schools
Volume54
Issue number5
DOIs
StatePublished - May 1 2017

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All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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