Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish

Dados Bibliográficos

ID21376352
AutoresDavid A Klingbeil (0000-0003-2571-4424, Department of Educational Psychology University of Wisconsin–Madison Madison Wisconsin USA, autor correspondente), David J Osman (0000-0001-6937-6610, Department of Research and Evaluation Gibson Consulting Group Austin Texas USA), Caroline K Carberry (0000-0001-8276-3703, Department of Educational Psychology University of Texas at Austin Austin Texas USA), Jamison E Carrigan (0000-0003-1716-5832, Department of Educational Psychology University of Texas at Austin Austin Texas USA), Kimberly Berry‐Corie (Teaching and Learning Round Rock Independent School District Round Rock Texas USA)
Ano2021
Volume58
Fascículo9
Páginas1768-1781
Data de publicação2021-09-01
Open AccessSim
TipoARTICLE
PeriódicoPsychology in the Schools (JOURNAL)
Identificadores do periódicoISSN: 0033-3085 • E-ISSN: 1520-6807
EditoraWiley (PUBLISHER • GB)
DOI10.1002/pits.22535
OpenAlexW3162450817
IdiomaEN
Citações recebidas2
Referências citadas35

The Every Student Succeeds Act requires that states make efforts to offer statewide achievement tests in languages, other than English, that are present to a significant extent in the state. Currently, four states offer Spanish reading or language arts assessments as part of their statewide testing program. In these states, practitioners may be interested in screening students who will complete the Spanish assessments to identify those who are at risk for poor performance. Spanish versions of curriculum‐based measures of reading appear well suited for this purpose. We conducted a retrospective analysis of data collected in a high‐performing district in Texas to investigate the predictive validity and diagnostic accuracy associated with the aimswebPlus Spanish scores when predicting statewide Spanish reading assessment performance for students in Grades 3 through 5. Across grades and seasons, the aimswebPlus Spanish scores explained a small amount of variance in statewide Spanish reading assessment ( r 2 = 0.17–0.30). When risk on the aimswebPlus was determined using the national 35th percentile, screening decisions were associated with poor sensitivity (range = 0.50–0.72). Decisions were associated with higher specificity (range = 0.67–0.84) with adequate specificity obtained in four of six comparisons. Limitations, practical implications, and future research directions are discussed

Academic achievement · Achievement test · Curriculum · Developmental psychology · Mathematics education · Medical education · Pedagogy · Percentile · Political science · Predictive validity · Psychometrics · Reading (process) · Standardized test · Statistics · Test (biology) · Test validity · Variance (accounting) · Cognitive and developmental aspects of mathematical skills · Medicine · Parental Involvement in Education · Psychology · Reading and Literacy Development

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