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PARA Field Test. Martha Thurlow, Deborah Dillon, Jamal Abedi, Marsha Brauen June 22, 2010 Partnership for Accessible Reading Assessment (PARA):
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PARA Field Test Martha Thurlow, Deborah Dillon, Jamal Abedi, Marsha Brauen June 22, 2010 Partnership for Accessible Reading Assessment (PARA): A collaboration between the University of Minnesota’sNational Center on Educational Outcomes (NCEO) and the Department of Curriculum & Instruction; CRESST, University of California, Davis; and Westat www.readingassessment.info
Background Studies • Item Analyses • Segmenting Study • Reading Pen Study • Motivation Study
Final “Accessible” Reading Assessment • High Interest Passages • Segmented Passages • Universal Design Considerations
Measures • PARA Test Performance • State Reading Test Performance • Motivation to Read Questionnaire
Design Pre-information on Each Student: Gender, Age, Reading level, State test score, and MRQ Survey Typical State Assessment (Proxy) Lower Interest No Segmenting of Passages PARA Accessible Assessment High Interest Segmented Passages
Students With Disabilities Group A Group B Type of Assessment Accessible Reading Assessment “Regular” Assessment Hypothesized Outcome Higher Performance Lower Performance Hypotheses – Students with Disabilities
Students Without Disabilities Group A Group B Type of Assessment “Regular” Assessment Accessible Reading Assessment Hypothesized Outcome No Difference Hypotheses – Students without Disabilities
Distribution of Mean Scores on MRQ for Grade 8 – Preliminary Data
Mean Scores on MRQ across Subgroups for N>=20 – Preliminary Data
Analyses Underway • Attempting to obtain additional subjects • Administrations very positive – despite the time of year • Student persistence high Partnership for Accessible Reading Assessment