Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test

Mark L Davison, Gina Biancarosa, Sarah E. Carlson, Ben Seipel, Bowen Liu

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)169-181
Number of pages13
JournalAssessment for Effective Intervention
Volume43
Issue number3
DOIs
StatePublished - Jun 1 2018

Fingerprint

Reading
diagnostic
comprehension
construct validity
descriptive statistics
school grade
interpretation

Keywords

  • computerized assessment
  • diagnostic/analytic
  • reading/literacy

Cite this

Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test. / Davison, Mark L; Biancarosa, Gina; Carlson, Sarah E.; Seipel, Ben; Liu, Bowen.

In: Assessment for Effective Intervention, Vol. 43, No. 3, 01.06.2018, p. 169-181.

Research output: Contribution to journalArticle

@article{38cf4742afd64042a92a22dbe36296be,
title = "Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test",
abstract = "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.",
keywords = "computerized assessment, diagnostic/analytic, reading/literacy",
author = "Davison, {Mark L} and Gina Biancarosa and Carlson, {Sarah E.} and Ben Seipel and Bowen Liu",
year = "2018",
month = "6",
day = "1",
doi = "10.1177/1534508417728685",
language = "English (US)",
volume = "43",
pages = "169--181",
journal = "Assessment for Effective Intervention",
issn = "1534-5084",
publisher = "Council for Exceptional Children, Council for Educational Diagnostic Services",
number = "3",

}

TY - JOUR

T1 - Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test

AU - Davison, Mark L

AU - Biancarosa, Gina

AU - Carlson, Sarah E.

AU - Seipel, Ben

AU - Liu, Bowen

PY - 2018/6/1

Y1 - 2018/6/1

N2 - 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.

AB - 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.

KW - computerized assessment

KW - diagnostic/analytic

KW - reading/literacy

UR - http://www.scopus.com/inward/record.url?scp=85046011093&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046011093&partnerID=8YFLogxK

U2 - 10.1177/1534508417728685

DO - 10.1177/1534508417728685

M3 - Article

VL - 43

SP - 169

EP - 181

JO - Assessment for Effective Intervention

JF - Assessment for Effective Intervention

SN - 1534-5084

IS - 3

ER -