Scoring Running Records
Complexities and affordances
Bibliographic Data
| ID | 21722124 |
|---|---|
| Authors | Elizabeth Rodgers (0000-0001-5971-1382, The Ohio State University, corresponding author), Jerome V D’agostino (0000-0003-2608-7354, The Ohio State University), Rebecca F Berenbon (0000-0002-8744-3132, The Ohio State University), Rebecca Berenbon (The Ohio State University), Tracy Johnson (0000-0001-5013-1162, The Ohio State University), Christa Winkler (0000-0002-1700-5444, The Ohio State University) |
| Year | 2023 |
| Volume | 23 |
| Issue | 4 |
| Pages | 665-694 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14687984211027198 |
| OpenAlex | W3183403430 |
| Language | EN |
| Citations received | 2 |
| References cited | 12 |
Running Records are thought to be an excellent formative assessment tool because they generate results that educators can use to make their teaching more responsive. Despite the technical nature of scoring Running Records and the kinds of important decisions that are attached to their analysis, few studies have investigated assessor accuracy. We measured precision across 114 teachers who were given a pre-coded Running Record to analyze by comparing their quantification and interpretation of the record against a scoring key. We also used Rasch measurement to examine which items teachers found easy and hard to score accurately. Analyses revealed wide variation in teachers’ accuracy, particularly in interpretation, that, according to item difficulty analysis, were caused by a few specific mistakes in scoring. Implications to improve training so that individuals administer Running Records more reliably are shared
Affordance · Developmental psychology · Formative assessment · Human–computer interaction · Mathematics education · Natural language processing · Rasch model · Computer Science · Educational Assessment and Improvement · Online Learning and Analytics · Psychology · Student Assessment and Feedback · Artificial Intelligence
Metatheoretical Differences between Running Records and Miscue Analysis
Validity, reliability, and utility of the Observation Survey of Early Literacy Achievement
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Examining the Nature of Scaffolding in an Early Literacy Intervention
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |