3 research outputs found
Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence
In recent decades there have been significant changes in the conceptualization of
reading as well as in the perception of how this activity should be assessed. Interest
in the analysis of reading processes has led to the emergence of new explanatory
models based primarily on the contributions of cognitive psychology. In parallel, there
have been notable advances in measurement procedures, especially in models based
on Item Response Theory (IRT), as well as in the capacity and performance of specific
software programs that allow data to be managed and analyzed. These changes
have contributed significantly to the rise of testing procedures such as computerized
adaptive tests (CATs), whose fundamental characteristic is that the sequence of items
presented in the tests is adapted to the level of competence that the subject manifests.
Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts
are gradually offered allows for obtaining information about the type and degree of
support required to optimize the subject¿s performance. In this sense, the confluence of
contributions from DA and CATs offers a new possibility for approaching the assessment
of learning processes. In this article, we present a longitudinal research developed
in two phases, through which a computerized dynamic adaptive assessment battery
of reading processes (EDPL-BAI) was configured. The research frame involved 1,831
students (46% girls) from 13 public schools in three regions of Chile. The purpose of this
study was to analyze the differential contribution on reading competence of dynamic
scores obtained in a subsample composed of 324 (47% girls) students from third to sixth
grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic
processes. The results achieved in the structural equation modeling indicate a good
global fit. Individual relationships show a significant contribution of calibrated score that
Frontiers in Psychology | www.frontiersin.org 1 August 2018 | Volume 9 | Article 1492
fpsyg-09-01492 August 25, 2018 Time: 10:59 # 2
Navarro et al. Curriculum-Based Dynamic Computerized-Adaptive Assessment
reflects estimated knowledge level on reading competence, as well as dynamic scores
based on the assigned value of graduated prompts required by the students. These
results showed significant predictive values on reading competence and incremental
validity in relation to predictions made by static criterion tests
Development of the PSYCHS: Positive SYmptoms and Diagnostic Criteria for the CAARMS Harmonized with the SIPS
Aim: To harmonize two ascertainment and severity rating instruments commonly used for the clinical high risk syndrome for psychosis (CHR-P): the Structured Interview for Psychosis-risk Syndromes (SIPS) and the Comprehensive Assessment of At-Risk Mental States (CAARMS). Methods: The initial workshop is described in the companion report from Addington et al. After the workshop, lead experts for each instrument continued harmonizing attenuated positive symptoms and criteria for psychosis and CHR-P through an intensive series of joint videoconferences. Results: Full harmonization was achieved for attenuated positive symptom ratings and psychosis criteria, and modest harmonization for CHR-P criteria. The semi-structured interview, named Positive SYmptoms and Diagnostic Criteria for the CAARMS Harmonized with the SIPS (PSYCHS), generates CHR-P criteria and severity scores for both CAARMS and SIPS. Conclusions: Using the PSYCHS for CHR-P ascertainment, conversion determination, and attenuated positive symptom severity rating will help in comparing findings across studies and in meta-analyses
Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence
In recent decades there have been significant changes in the conceptualization of
reading as well as in the perception of how this activity should be assessed. Interest
in the analysis of reading processes has led to the emergence of new explanatory
models based primarily on the contributions of cognitive psychology. In parallel, there
have been notable advances in measurement procedures, especially in models based
on Item Response Theory (IRT), as well as in the capacity and performance of specific
software programs that allow data to be managed and analyzed. These changes
have contributed significantly to the rise of testing procedures such as computerized
adaptive tests (CATs), whose fundamental characteristic is that the sequence of items
presented in the tests is adapted to the level of competence that the subject manifests.
Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts
are gradually offered allows for obtaining information about the type and degree of
support required to optimize the subject¿s performance. In this sense, the confluence of
contributions from DA and CATs offers a new possibility for approaching the assessment
of learning processes. In this article, we present a longitudinal research developed
in two phases, through which a computerized dynamic adaptive assessment battery
of reading processes (EDPL-BAI) was configured. The research frame involved 1,831
students (46% girls) from 13 public schools in three regions of Chile. The purpose of this
study was to analyze the differential contribution on reading competence of dynamic
scores obtained in a subsample composed of 324 (47% girls) students from third to sixth
grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic
processes. The results achieved in the structural equation modeling indicate a good
global fit. Individual relationships show a significant contribution of calibrated score that
Frontiers in Psychology | www.frontiersin.org 1 August 2018 | Volume 9 | Article 1492
fpsyg-09-01492 August 25, 2018 Time: 10:59 # 2
Navarro et al. Curriculum-Based Dynamic Computerized-Adaptive Assessment
reflects estimated knowledge level on reading competence, as well as dynamic scores
based on the assigned value of graduated prompts required by the students. These
results showed significant predictive values on reading competence and incremental
validity in relation to predictions made by static criterion tests