Repositorio
Institucional

Navarro, Juan-Jose

Mourgues-Codern, Catalina#Guzman, Eduardo#Rodriguez-Ortiz, Isabel R.#Conejo, Ricardo#Sanchez-Gutierrez, Claudia#de la Fuente, Jesus#Martella, Diana#Saracostti, Mahia

Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence

FRONTIERS MEDIA SA

FRONTIERS IN PSYCHOLOGY

en

In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject's performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.

Artículo original

"The results included in this paper are part of the FONDEF project ID15I10067 ""Design and initial validation of a Computerized Adaptive Battery for the assessment of processes involved in reading and comprehension of texts,"" funded by the National Commission of Scientific and Technological Research, CONICYT (Chile)."

"Los resultados incluidos en este trabajo son parte del proyecto FONDEF ID15I10067 “Diseño y validación inicial de una Batería Adaptativa Computacional para la evaluación de procesos involucrados en la lectura y comprensión de textos”, financiado por la Comisión Nacional de Investigación Científica y Tecnológica, CONICYT (Chile).

The results included in this paper are part of the FONDEF project ID15I10067 ""Design and initial validation of a Computerized Adaptive Battery for the assessment of processes involved in reading and comprehension of texts,"" funded by the National Commission of Scientific and Technological Research, CONICYT (Chile)."

10.3389/fpsyg.2018.01492

pdf

dynamic assessment# computerized adaptive testing# item response theory# learning potential# graduated prompts# reading processes# incremental validity

http://dx.doi.org/10.3389/fpsyg.2018.01492

Psychology, Multidisciplinary

evaluación dinámica# pruebas adaptativas computarizadas# teoría de respuesta al ítem# potencial de aprendizaje# indicaciones graduadas# procesos de lectura# validez incremental

Educación General

Otras Especialidades de la Psicología

Ciencias de la Computación

WOS:000442960400001

Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence

Artículo original

version publicada

FRONTIERS MEDIA SA

FRONTIERS IN PSYCHOLOGY

Psicología, Multidisciplinar

1664-1078

en

ANID FONDEF ID15I10067

ANID CONICYT ID15I10067

"The results included in this paper are part of the FONDEF project ID15I10067 ""Design and initial validation of a Computerized Adaptive Battery for the assessment of processes involved in reading and comprehension of texts,"" funded by the National Commission of Scientific and Technological Research, CONICYT (Chile)."

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