Validation Analysis During the Design Stage of Text Leveling
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| Publicado en: | Education Sciences vol. 15, no. 5 (2025), p. 607 |
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| Autor principal: | |
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| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| Resumen: | Using leveled books to ascertain students’ reading levels has been found to yield scores that are not sufficiently reliable and that lack criterion-related validation evidence. One reason for these findings is the sole reliance on content validation to level books. We present in this study a demonstration of an integrated leveling process for assessing the complexity of text passages. The procedure, which capitalizes on conventional test development practices such as field-testing items, contains a built-in validation process that allows for the selection of text that falls along a confirmed gradient of difficulty, from easy to advance levels of challenge. The integrated leveling process applies both well-established procedures for assessing text levels of complexity as well as a thorough item analysis of the books through pretesting. The resulting assessment tool provides rich information to identify student competencies and needs, inform instructional decisions, and document progress. |
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| ISSN: | 2227-7102 2076-3344 |
| DOI: | 10.3390/educsci15050607 |
| Fuente: | Education Database |