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: | |
| Otros Autores: | |
| Publicado: |
MDPI AG
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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MARC
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| 001 | 3211936474 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15050607 |2 doi | |
| 035 | |a 3211936474 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a D’Agostino Jerome V. |u Department of Educational Studies, The Ohio State University, Columbus, OH 43210, USA | |
| 245 | 1 | |a Validation Analysis During the Design Stage of Text Leveling | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Readability | ||
| 653 | |a Accuracy | ||
| 653 | |a Students | ||
| 653 | |a Books | ||
| 653 | |a Teachers | ||
| 653 | |a Validity | ||
| 653 | |a Design | ||
| 653 | |a Semantics | ||
| 653 | |a Validation studies | ||
| 653 | |a Personality Assessment | ||
| 653 | |a Cutting Scores | ||
| 653 | |a Scoring Rubrics | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Measurement Techniques | ||
| 653 | |a Test Items | ||
| 653 | |a Syntax | ||
| 653 | |a Sentences | ||
| 653 | |a Evidence | ||
| 653 | |a Word Frequency | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Item Analysis | ||
| 653 | |a Text Structure | ||
| 653 | |a Difficulty Level | ||
| 653 | |a Algorithms | ||
| 700 | 1 | |a Briggs, Connie |u Department of Literacy and Learning, Texas Woman’s University, Denton, TX 76204, USA; cbriggs59@gmail.com | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 5 (2025), p. 607 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3211936474/abstract/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3211936474/fulltextwithgraphics/embedded/75I98GEZK8WCJMPQ?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3211936474/fulltextPDF/embedded/75I98GEZK8WCJMPQ?source=fedsrch |