View in EDS

The Technical Properties of Science Content Maze Passages for Middle School Students

Saved in:
Bibliographic Details
Title: The Technical Properties of Science Content Maze Passages for Middle School Students
Language: English
Authors: Johnson, Evelyn S., Semmelroth, Carrie, Allison, Jennifer, Fritsch, Teresa
Source: Assessment for Effective Intervention. Sep 2013 38(4):214-223.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2013
Document Type: Reports - Research
Journal Articles
Education Level: Middle Schools
Junior High Schools
Grade 7
Secondary Education
Descriptors: Middle School Students, Grade 7, Curriculum Based Assessment, Cloze Procedure, Multiple Choice Tests, Content Area Reading, Science Education, Test Reliability, Test Validity
Assessment and Survey Identifiers: Flesch Kincaid Grade Level Formula
DOI: 10.1177/1534508413489337
ISSN: 1534-5084
Abstract: The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science texts to determine whether maze passages constructed from expository texts would have sufficient reliability and validity to serve as reading and science benchmarking tools. Participants included 367 seventh-grade students from three states. Students completed eight maze passages over three testing periods, a reading measure at two testing periods, and 182 students completed a science state assessment. Alternate form reliability of the science maze passages ranged from 0.56 to 0.80. Concurrent and predictive correlation coefficients with other measures ranged from 0.63 to 0.67. Implications for practice and research are discussed. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 48
Entry Date: 2014
Accession Number: EJ1015160
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1015160
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Technical Properties of Science Content Maze Passages for Middle School Students
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Evelyn+S%2E%22">Johnson, Evelyn S.</searchLink><br /><searchLink fieldCode="AR" term="%22Semmelroth%2C+Carrie%22">Semmelroth, Carrie</searchLink><br /><searchLink fieldCode="AR" term="%22Allison%2C+Jennifer%22">Allison, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Fritsch%2C+Teresa%22">Fritsch, Teresa</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Assessment+for+Effective+Intervention%22"><i>Assessment for Effective Intervention</i></searchLink>. Sep 2013 38(4):214-223.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 10
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Journal Articles
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Based+Assessment%22">Curriculum Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Cloze+Procedure%22">Cloze Procedure</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Reading%22">Content Area Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Flesch+Kincaid+Grade+Level+Formula%22">Flesch Kincaid Grade Level Formula</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1534508413489337
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-5084
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science texts to determine whether maze passages constructed from expository texts would have sufficient reliability and validity to serve as reading and science benchmarking tools. Participants included 367 seventh-grade students from three states. Students completed eight maze passages over three testing periods, a reading measure at two testing periods, and 182 students completed a science state assessment. Alternate form reliability of the science maze passages ranged from 0.56 to 0.80. Concurrent and predictive correlation coefficients with other measures ranged from 0.63 to 0.67. Implications for practice and research are discussed. (Contains 4 tables.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 48
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1015160
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1015160
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/1534508413489337
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 214
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Curriculum Based Assessment
        Type: general
      – SubjectFull: Cloze Procedure
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Content Area Reading
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Flesch Kincaid Grade Level Formula
        Type: general
    Titles:
      – TitleFull: The Technical Properties of Science Content Maze Passages for Middle School Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Johnson, Evelyn S.
      – PersonEntity:
          Name:
            NameFull: Semmelroth, Carrie
      – PersonEntity:
          Name:
            NameFull: Allison, Jennifer
      – PersonEntity:
          Name:
            NameFull: Fritsch, Teresa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2013
          Identifiers:
            – Type: issn-print
              Value: 1534-5084
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Assessment for Effective Intervention
              Type: main
ResultId 1