TY - JOUR
T1 - PROGRESS MONITORING WITH COMPUTER ADAPTIVE ASSESSMENTS
T2 - THE IMPACT OF DATA COLLECTION SCHEDULE ON GROWTH ESTIMATES
AU - Nelson, Peter Marlow
AU - Van Norman, Ethan R.
AU - Klingbeil, Dave A.
AU - Parker, David C.
PY - 2017/5/1
Y1 - 2017/5/1
N2 - 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.
AB - 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.
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U2 - 10.1002/pits.22015
DO - 10.1002/pits.22015
M3 - Article
AN - SCOPUS:85017340565
SN - 0033-3085
VL - 54
SP - 463
EP - 471
JO - Psychology in the Schools
JF - Psychology in the Schools
IS - 5
ER -