Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling: A Comment on Dumas and McNeish (2017)

Denis G. Dumas; Daniel McNeish

doi:10.3102/0013189X18797621

Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling: A Comment on Dumas and McNeish (2017)

Denis G. Dumas
, Daniel McNeish

Psychology

Research output: Contribution to journal › Article › peer-review

7 Scopus citations

Abstract

Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading.

Original language	English (US)
Pages (from-to)	612-614
Number of pages	3
Journal	Educational Researcher
Volume	47
Issue number	9
DOIs	https://doi.org/10.3102/0013189X18797621
State	Published - Dec 1 2018

Keywords

achievement gap
longitudinal studies
psychometrics
reading
social class

ASJC Scopus subject areas

Education

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10.3102/0013189X18797621

Cite this

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abstract = "Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading.",

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AB - Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading.

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KW - longitudinal studies

KW - psychometrics

KW - reading

KW - social class

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Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling: A Comment on Dumas and McNeish (2017)

Abstract

Keywords

ASJC Scopus subject areas

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