University of Minnesota - Center for Reading Research
R350 Vo-Tech Ed. Building, 1954 Buford Avenue, St. Paul, MN 55108 USA
Email: MCRR@umn.edu, Tel: 612-624-9147, Fax: 612-624-8716
Title: Computer-based Assessment System for early Reading
Funding: Office of Special Education Programs (OSEP) in the US Department of Education (USDE): H327A060014
The Center for Reading Research at the University of Minnesota is applying for funds to address Phase I under the Technology and Media Services For Individuals With Disabilities - Steppingstones of Technology Innovation for Students with Disabilities (CFDA 84.327A). The purpose of this Phase I project is to develop an automated computer-based assessment system (CBAS) to evaluate the level and rate of early reading development. The CBAS will integrate the computer adaptive testing (CAT) and Adaptive Self Referenced Assessment (ASRT) technology to facilitate efficient and precise intervention-linked assessment system.
The CBAS for early reading development will integrate a sub-skills analysis software program that will have applications to evaluate the level and change of early reading profiles. The CBAS will guide early intervention, prevention, and remediation of early reading skill deficits. The application will have significant applications for students who are at risk or diagnosed with reading disabilities. That automation and advanced psychometric features of the CBAS will enhance the potential for educators to use data to drive educational decisions and provide effective interventions.
The following objectives will be met in the course of CBAS development: (a) develop a sub-skills hierarchy of early reading skills to support CAT with a three parameter model in Item Response Theory (IRT); (b) develop and summarize the item and test characteristics of the sub-skill analysis application of the CBAS; (c) develop and summarize the item and test characteristics for the progress monitoring application of the CBAS; (d) evaluate the efficiency and utility of the CBAS for use within the classroom setting; and (e) estimate the viability and relative advantages of CAT and IRT within an educational setting. General education teachers, special education teachers, reading specialists, educational specialists (e.g., school psychologist, speech and language pathologist), parents with children identified with reading disabilities and/or deficits, and students with and without identified reading disabilities will participate in the CBAS project. Project activities will include, (a) the development and evaluation of a hierarchical organization of early reading skills/sub-skills to guide the automated CAT procedures, (b) development and calibration of a large item bank (N = 1000-1500) to isolate deficits across foundational early reading skills, (c) data analysis and post hoc simulations to estimate CAT parameters, (d) documentation of CBAS project outcomes in a series of technical reports that will be summarized in a technical manual, and (e) dissemination of the information and CBAS materials (including product software) through manuscripts, national presentations, and the CBAS Project Website. The CBAS project will result in the development of an formative assessment tool of early reading development. The CBAS will be developed specifically for use by teachers and educational diagnostician to help develop and monitor intervention effects. The novel application and integration of computer hardware, software, reading theory/research, CAT, and IRT will contribute to an advanced early intervention instrument that will require minimal teacher time and yield high quality data for use during intervention design, implementation, and evaluation. The project is also likely to yield new information on the benefits, procedures, and developments in CAT and IRT applications for early academic assessment. The final product will be disseminated to schools locally, regionally, and nationally through the CBAS website.
