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

Denis G. Dumas, Daniel McNeish

Research output: Contribution to journalArticlepeer-review

4 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 languageEnglish (US)
Pages (from-to)612-614
Number of pages3
JournalEducational Researcher
Volume47
Issue number9
DOIs
StatePublished - Dec 1 2018

Keywords

  • achievement gap
  • longitudinal studies
  • psychometrics
  • reading
  • social class

ASJC Scopus subject areas

  • Education

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