Francis David J, Santi Kristi L, Barr Christopher, Fletcher Jack M, Varisco Al, Foorman Barbara R
Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, 126 Heyne Building Houston, TX 77204-5022, USA.
J Sch Psychol. 2008 Jun;46(3):315-42. doi: 10.1016/j.jsp.2007.06.003. Epub 2007 Jul 25.
This study examined the effects of passage and presentation order on progress monitoring assessments of oral reading fluency in 134 second grade students. The students were randomly assigned to read six one-minute passages in one of six fixed orders over a seven week period. The passages had been developed to be comparable based on readability formulas. Estimates of oral reading fluency varied across the six stories (67.9 to 93.9), but not as a function of presentation order. These passage effects altered the shape of growth trajectories and affected estimates of linear growth rates, but were shown to be removed when forms were equated. Explicit equating is essential to the development of equivalent forms, which can vary in difficulty despite high correlations across forms and apparent equivalence through readability indices.
本研究调查了文章段落和呈现顺序对134名二年级学生口语阅读流利度进展监测评估的影响。学生们被随机分配在七周时间内按照六种固定顺序之一阅读六篇一分钟的文章段落。这些文章段落是根据可读性公式编写，具有可比性。六篇文章的口语阅读流利度估计值有所不同（67.9至93.9），但与呈现顺序无关。这些文章段落效应改变了增长轨迹的形状，并影响了线性增长率的估计，但当各形式被等值化后，这些效应就被消除了。明确的等值化对于开发等效形式至关重要，尽管各形式之间相关性很高且通过可读性指数看似等效，但等效形式的难度可能会有所不同。
