Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish
Bibliographic Data
| ID | 21376352 |
|---|---|
| Authors | David A Klingbeil (0000-0003-2571-4424, Department of Educational Psychology University of Wisconsin–Madison Madison Wisconsin USA, corresponding author), 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) |
| Year | 2021 |
| Volume | 58 |
| Issue | 9 |
| Pages | 1768-1781 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22535 |
| OpenAlex | W3162450817 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
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
Measuring the Accuracy of Diagnostic Systems
The Argument-Based Approach to Validation
The Split-Apply-Combine Strategy for Data Analysis
Toward a theory of automatic information processing in reading
The proportion of missing data should not be used to guide decisions on multiple imputation
Mice
Oral reading fluency as a screening tool with English learners
Reading development and dyslexia in a transparent orthography
Language Maintenance versus Language of Instruction
An argument-based approach to validity
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |