This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low‐scoring students based on patterns of mistakes, and a reading efficiency index. Instead of two response types for each multiple‐choice item, correct and incorrect, each item has three response types: correct and two incorrect response types. Prior results on reliability, convergent and discriminant validity, and predictive utility of mistake subscores are briefly described. The three‐response‐type structure of items required rethinking the item response theory (IRT) modeling. IRT‐modeling results are presented, and implications for formative assessments and instructional use are discussed.

中文翻译：

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我们可以在形成性的阅读理解评估中从学生的错误中学到吗？

本文介绍了一个正在进行的项目，目的是开发因果故事理解的形成性，推论性阅读理解评估。它具有增强课堂使用的三个功能：相等的量表分数，用于在年级内和跨年级进行进度监控；量表分数，用于根据错误模式区分低分学生；以及阅读效率指数。每个项目具有三种响应类型，而不是每个多项选择项正确和不正确的两种响应类型：正确和两种不正确的响应类型。简要描述了先前关于可靠性，收敛性和判别性有效性以及错误分数的预测效用的结果。物料的三响应类型结构需要重新思考物料响应理论（IRT）建模。提出了IRT建模结果，