The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed.
Bibliographical noteFunding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A140185 to the University of Oregon. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
© 2017, © Hammill Institute on Disabilities 2017.
- computerized assessment