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 | |
State | Published - Dec 1 2018 |
Keywords
- achievement gap
- longitudinal studies
- psychometrics
- reading
- social class
ASJC Scopus subject areas
- Education