ASSESSMENT FOR EFFECTIVE INTERVENTION最新文献_第9页

Relative Contribution of Verbal Working Memory and Attention to Child Language 言语工作记忆与注意对儿童语言的相对贡献

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-08-04 DOI: 10.1177/1534508420946361

Jason C. Chow, E. Ekholm, Christine L. Bae

引用次数: 3

A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention 自我监控干预中教师和学生评分的比较

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-08-04 DOI: 10.1177/1534508420944231

A. Bruhn, Sheila Barron, Bailey A. Copeland, Sara Estrapala, A. Rila, J. Wehby

引用次数: 2

Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes 使用交互式电子书用户日志变量跟踪阅读过程并预测数字学习结果

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-07-27 DOI: 10.1177/1534508420941935

Dandan Yang, Elham Zargar, A. Adams, Stephanie L. Day, C. Connor

{"title":"Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes","authors":"Dandan Yang, Elham Zargar, A. Adams, Stephanie L. Day, C. Connor","doi":"10.1177/1534508420941935","DOIUrl":"https://doi.org/10.1177/1534508420941935","url":null,"abstract":"Stealth assessment has been successfully embedded in educational games to measure students’ learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students’ digital learning outcomes. Utilizing the user log data from third- to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students’ word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students’ reading processes and predict reading outcomes while supporting digital learning.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"292 - 303"},"PeriodicalIF":1.3,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420941935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Development and Validation of the Minnesota Inference Assessment 明尼苏达推理评估的发展与验证

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-07-14 DOI: 10.1177/1534508420937781

Panayiota Kendeou, Kristen L. McMaster, Reese Butterfuss, Jasmine Kim, S. Slater, O. Bulut

引用次数: 3

Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R 解决传统CBM-R的大标准误差:估计基于模型的CBM-R估计的条件标准误差

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-07-02 DOI: 10.1177/1534508420937801

Joseph F. T. Nese, Akihito Kamata

{"title":"Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R","authors":"Joseph F. T. Nese, Akihito Kamata","doi":"10.1177/1534508420937801","DOIUrl":"https://doi.org/10.1177/1534508420937801","url":null,"abstract":"Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but it has several practical and technical inadequacies, including a large standard error of measurement (SEM). Reducing the SEM of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the SEM of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional SEM (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"47 1","pages":"53 - 58"},"PeriodicalIF":1.3,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420937801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

SSIS Performance Screening Guide as an Indicator of Behavior and Academics: A Meta-Analysis SSIS绩效筛选指南作为行为和学术指标的Meta分析

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-06-03 DOI: 10.1177/1534508420926584

J. Sullivan, Victor Villarreal, Evette Flores, A. Gomez, Blaire S. Warren

{"title":"SSIS Performance Screening Guide as an Indicator of Behavior and Academics: A Meta-Analysis","authors":"J. Sullivan, Victor Villarreal, Evette Flores, A. Gomez, Blaire S. Warren","doi":"10.1177/1534508420926584","DOIUrl":"https://doi.org/10.1177/1534508420926584","url":null,"abstract":"This article documents the results of a meta-analysis of available correlational validity evidence for the Social Skills Improvement System Performance Screening Guide (SSIS-PSG), which is a brief teacher-completed rating scale designed to be used as part of universal screening procedures. Article inclusion criteria included (a) published in English in a peer-reviewed journal, (b) administration of the PSG, and (c) provided validity evidence representative of the relationship between PSG scores and scores on related variables. Ten studies yielding 147 correlation coefficients met criteria for inclusion. Data were extracted following established procedures in validity generalization and meta-analytic research. Extracted coefficients were of the expected direction and magnitude with theoretically aligned constructs, thereby providing evidence of convergent validity (e.g., PSG Math and Reading items were most strongly correlated with academic performance and academic behavior variables, with effect sizes ranging from .708 to .740; PSG Prosocial Behavior and Motivation to Learn items were most strongly correlated with broadband externalizing/internalizing problems, with effect sizes ranging from −.706 to −.717), although Prosocial Behavior and Motivation to Learn were not as effective at discriminating among divergent constructs. These results generally support the utility of the PSG in correlating with academic and social/behavioral outcomes in the schools.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"228 - 237"},"PeriodicalIF":1.3,"publicationDate":"2020-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420926584","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Development and Psychometric Report of a Middle-School Mathematics Vocabulary Measure 中学数学词汇量表的编制与心理测量报告

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-06-01 DOI: 10.1177/1534508418820116

Elizabeth M. Hughes, S. R. Powell, Joo-young Lee

引用次数: 13

Evaluation and a Proposed Revision of the CAMM Among Underrepresented Elementary School Children 未被充分代表的小学儿童的CAMM评估及修订建议

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-06-01 DOI: 10.1177/1534508419845465

Peter G. Mezo, Hannah C. Herc, Kelsey J. Pritchard, W. A. Bullock

引用次数: 2

Call for Nominations: Editor(s), Assessment for Effective Intervention 征集提名:《有效干预评估》编辑

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-06-01 DOI: 10.1177/1534508420916957

P. Kipping

引用次数: 0

Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study 社会、学术和情绪行为风险筛查者-学生评分量表得分的结构有效性和可靠性：一项复制研究

IF 1.3

ASSESSMENT FOR EFFECTIVE INTERVENTION Pub Date : 2020-03-04 DOI: 10.1177/1534508420909527

Stephen P. Kilgus, Katie Eklund, Nathaniel P. von der Embse, Madison M. Weist, Alexandra J. Barber, Megan Kaul, Sophia Dodge

{"title":"Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study","authors":"Stephen P. Kilgus, Katie Eklund, Nathaniel P. von der Embse, Madison M. Weist, Alexandra J. Barber, Megan Kaul, Sophia Dodge","doi":"10.1177/1534508420909527","DOIUrl":"https://doi.org/10.1177/1534508420909527","url":null,"abstract":"The purpose of this study was to evaluate the structural validity, internal consistency, and measurement invariance of scores from the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (mySAEBRS), a student self-report universal screening tool. Participants included 24,094 K–12 students who completed the mySAEBRS. Confirmatory factor analyses (CFAs) supported the fit of a bifactor model, wherein each item corresponding to both a general factor (i.e., Total Behavior) and one of three narrow factors (i.e., Social Behavior, Academic Behavior, and Emotional Behavior). Such model fit was superior to that of alternative factor structures (i.e., unidimensional, correlated-factor, and higher order). A review of pattern coefficients suggested items were relatively split, with some items loading higher on the general factor and others loading higher on their narrow factor. A series of multigroup CFAs supported the configural and metric invariance of the bifactor model, while yielding less consistent support for scalar/threshold invariance. Omega reliability coefficients indicated each mySAEBRS scale was associated with acceptable internal consistency (>.70). However, when accounting for other factors, only the Total Behavior, Social Behavior, and Emotional Behavior scales demonstrated acceptable internal consistency (i.e., >.50). Implications for practice and directions for future research are discussed.","PeriodicalId":46264,"journal":{"name":"ASSESSMENT FOR EFFECTIVE INTERVENTION","volume":"46 1","pages":"259 - 269"},"PeriodicalIF":1.3,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1534508420909527","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43584137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4