the cbal reading assessment · model-building skills • the skills needed to form an accurate...
TRANSCRIPT
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Kathleen M. Sheehan,John Sabatini, Heather Nadelman
The CBAL Reading Assessment
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Copyright © 2009 by Educational Testing Service
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Overview
• Goals • The Groundwork
– The CBAL Reading Competency Model• CBAL Reading Summative Assessments
– current testing assumptions – an example
• CBAL Reading Formative Materials
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CBAL Reading Goals
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Has a positive
impact on teaching
and learning
Provides high quality evidence
about what students know
and can do
A Computer-Delivered Reading Comprehension Assessment that …
Measurement Goals
Learning Goals
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Approach• Specifically address the tradeoffs
between measurement and learning goals by combining features from – Traditional Standards-based Assessments
• Standardized testing conditions• Selected response items that have
high reliability and low scoring costs
– Performance Assessments• Scenario-based projects designed to enhance motivation • Stronger links to modern theories of how students learn• Closer alignment with effective instruction • Broader construct coverage
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The Groundwork:The CBAL ReadingCompetency Model
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Conceptual Framework
• Developed from a review of– Cognitive literature on reading comprehension– Literature on reading strategies– State reading standards– Work with classroom teachers in ME, NJ, PA
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Text Activity
Reader
Framework is Consistent with the View of Reading Proficiency Outlined
in the Rand Report (Snow, 2002)Comprehension entails three elements:
the text that is to be comprehended
the reader who is doing the
comprehending
the activity in which comprehension is a part
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The CBAL Reading Competency Model
Reading Proficiency
Prerequisite Reading Skills
Model Building Skills
Applied Comprehension Skills
Pre-Reading Strategies
Model Building Strategies
Strategies for Going Beyond the Text
Required Skills
Reading Strategies
Know. of Text Conventions
Informational Text
Literary Text
Persuasive Text
(Top Two Layers)
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Distinction Between Skills & Strategies
Reading Proficiency
Prerequisite Reading Skills
Model Building Skills
Applied Comprehension Skills
Pre-Reading Strategies
Model Building Strategies
Strategies for Going Beyond the Text
Required Skills
Reading Strategies
Know. of Text Conventions
Informational Text
Literary Text
Persuasive Text
Skills:
Strategies:Deliberate, conscious, effortful actions designed to repair breaks in comprehension and enhance understanding.
Automatic, internalized abilities, unconsciously applied during comprehension
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A Closer Look at the Skills Branch
Reading Proficiency
Prerequisite Reading Skills
Model Building Skills
Applied Comprehension Skills
Pre-Reading Strategies
Model Building Strategies
Strategies for Going Beyond the Text
Required Skills
Reading Strategies
Know. of Text Conventions
Informational Text
Literary Text
Persuasive Text
> Learning to read
> Reading to learn
> Reading to do
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Prerequisite Reading Skills
• Verbal Efficiency Theory (Perfetti & Hart, 2002) – Efficient word recognition and decoding
is essential to skilled reading– Permits faster, more accurate access to word meanings– So less demand on working memory resources– More resources available for higher-level processing
• Implications for Test Design– When reading problems surface, it may be important
to determine whether the problem is traceable to a deficiency in lower-level prerequisite reading skills or higher-level comprehension skills since these two situations imply different remediation strategies.
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Model-Building Skills• The skills needed to form an accurate mental
representation of the information presented in a text (“the gist”) – The Construction Integration Model (Kintsch, 1998)– The Structure Building Framework (Gernsbacher, 1990)– The Mental Model Theory (Johnson-Laird, 1983)
• Key components– Successful readers seek to create mental models
that are coherent both locally and globally.– But text is frequently incomplete (or inconsiderate)
so abilities such as integrating information from multiple parts of a text and generating accurate text-based inferences are needed.
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Applied Comprehension Skills
• The skills needed to go beyond the literal and inferential meaning of text in order to achieve particular goals such as writing a report or making a decision
• 21st century skills such as – Integrating information from multiple texts– Reconciling alternative viewpoints– Evaluating the quality of information
• Is the text inaccurate, outdated, or biased?
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A Closer Look at the Strategies Branch
Reading Proficiency
Prerequisite Reading Skills
Model Building Skills
Applied Comprehension Skills
Pre-Reading Strategies
Model Building Strategies
Strategies for Going Beyond the Text
Required Skills
Reading Strategies
Know. of Text Conventions
Informational Text
Literary Text
Persuasive Text
Examples:
Preview the text, make predictions
Use Graphic Organizers
Adopt a critical stance
Research Basis:
Successful readers tend to employ reading strategies more frequently than do less successful readers (Chi, et al., 1989)
Explicit training in reading strategy selection and use can lead to significant improvements in comprehension (Chi, et al., 1994)
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TextText
Feature 4
Feature 5
Feature 6
. . .
Feature n
Feature 1
Feature 2
Feature 3
Dim. Score Calcu-lator
SR Scoring Engine
Academic
Inf. Grade Level
Vocabulary
Sent. Cmpl.
Spoken L.
Cohesion
Par. Length
Negation Lit. Grade Level
Complexity Scoring via SourceRater: Distinct Prediction Models for Informational
and Literary Texts
SourceRater is trained to reflect grade level classifications provided by professional test developers.
(Sheehan, Kostin & Futagi, 2008a, 2008b, 2009)16
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CBAL Reading Summative
Assessments (PAAs): Current Testing
Assumptions
PAA = Periodic Accountability Assessment
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All CBAL Reading PAAs …• are administered in two sections, each 50 minutes
– Section 1: Scenario-based tasks culminating in an extended integrated task that requires accessing multiple related texts (focused either on literary or informational/persuasive skills)
– Section 2: Short, stand-alone questions used to equate across forms (both literary and informational/persuasive )
• include a mixture of selected-response (SR) and constructed response (CR) items
• are scored via a combination of automated and human scoring
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What Each PAA Looks LikeLiterary PAA Inf./Persuasive PAA
Section I: ● Introductory Scenario● 20 items designed to tap
Literary Skills (SR & CR)
Section I: ● Introductory Scenario● 20 items designed to tap Informational/Persuasive Skills (SR & CR)
Section II: ● 40 short items● Designed to tap both Literary & Informational/Persuasive Skills (SR)
Section II: ● 40 short items● Designed to tap both Literary & Informational/Persuasive Skills (SR)
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Sample Design for a Year’s Sequence of PAAs
Prerequisite Skills
Reading Strategies
Literary Skills &
Knowledge
Informational/ Persuasive
Skills & Knowledge
PAA # 1
PAA # 2
PAA = Periodic Accountability Assessment
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A Sample PAA Targeted at Middle School
Readers: The E-waste Project
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The E-Waste Scenario
In order to raise money for your annual class trip, you and other members of your class fundraising committee have decided to sponsor E-Waste Day, a one-day electronics recycling project. People in your community can bring in old cell phones, MP3 players, computers, and other electronic products, which your class will send to a recycling company in exchange for cash. Your committee will need to research the issue of e-waste in order to help the school select the best recycling company for E-Waste Day and learn as much as it can about the issue.
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The E-Waste Stimulus Materials
• Simulated Web search output• A news article about e-waste • An editorial about e-waste• Advertisements about e-waste
disposal companies with student evaluations
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A Sample Item: Collect evidence for the “Apply efficient search techniques” Standard
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A Sample Item: Collect evidence for the “Distinguish Fact from Opinion” Standard
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A Sample Item: Collect evidence for the “Compare Multiple Viewpoints” Standard
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A Sample Item: Collect evidence for the “Detect Bias” Standard
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Some Items Target Fundamental Learning Progressions
• Select performance standards that represent the desired high level of achievement in a modest number of curricular areas
• Using the Competency Model and previous research as a guide, generate a theory about how learning is likely to develop in each area; such theories are sometimes called Learning Progressions(Popham, 2008)
• Create Task Models that provide mastery evidence relative to each of the subskills and bodies of enabling knowledge specified in the progression
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A Sample Learning Progression
The target curricular
goal
The sequence of subskills
and knowledge that, according to the theory,
students must master en route
to mastering the targeted
curricular goal
(Popham, 2008)
Provide a Task Model for each Level
Target Curricular Aim:
Use an Understanding of Text Structure to Enhance Comprehension of
Informational Text
Level 3:
Infer categories that span two or more texts
Level 3:
Infer categories that span two or more texts
Level 1:
Group details into appropriate categories
Level 1:
Group details into appropriate categories
Level 2:
Infer appropriate categories from details
Level 2:
Infer appropriate categories from details
Starting Point:
Mastery of Critical Prerequisite Skills
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This Item also Targets a Key Reading Strategy: Use Graphical Organizers to Organize/Chunk Information
A Sample Level 2 Item
Infer Categories from details
Prop. Correct = 0.45
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A Sample Level 1 Item:
Group Details into appropriate categories
Prop. Correct = 0.69
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Percent of Examinees at Each Observed “Text Structure” Pattern
00 10 11 01
010
2030
4050
60
Observed Pattern
Per
cent
25
30
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94% of the observed response vectors are consistent with the
hypothesized progression.
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CBAL Formative Reading Materials: Component Tasks
(Evaluating Arguments)
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Formative Instructional
Sequence
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Formative Instructional Sequence
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Results: Measurement Goals• Administered multiple prototype assessments• Individual assessments demonstrated our ability to
– Maintain standardized testing conditions for all students– Target a broad array of skills
• not just Model-Building skills, also Applied Comprehension skills– Obtain total test scores with acceptable levels of reliability– Develop automated scoring models
for a wide array of innovative new item types • lower scoring costs• more timely delivery of assessment results
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Results: Learning Goals• Developed and administered extended,
scenario-based tasks designed to– be more like reading in non-testing contexts– promote retention and transfer
• Developed hypothesized Learning Progressions intended to– reduce reliance on unhelpful “test prep” strategies– encourage use of empirically-validated reading strategies– help teachers conceptualize the pathways along which students
are expected to progress (Heritage, 2008)– provide a starting point for subsequent
classroom-based formative assessments
• Planning for needed validity studies is underway41