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

3 Scopus citations

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

Keywords

  • computerized assessment
  • diagnostic/analytic
  • reading/literacy

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