Abstract The present study investigated the predictability of a computer-adaptive, curriculum-based reading assessment for measuring second-grade students’ overall and comprehension reading achievement on a standardized reading achievement test. Specifically, second-grade student scores (N = 428) of the Istation’s Indicators of Progress for Early Reading (ISIP-ER) and the Standardized Test for the Assessment of Reading (STAR Reading) in one state were examined. Linear regression analysis was conducted in Mplus to determine the predictability between the ISIP-ER and STAR Reading scores, identifying that both the ISIP-ER overall reading and comprehension scores in December predicted the standardized reading scores in Spring (May). Confidence intervals were estimated to identify the ISIP-ER cut scores that predict STAR Reading scores for all achievement levels. Overall, ISIP-ER shows promise as a universal screening tool for second-grade student yearly reading skills.

中文翻译：

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使用计算机自适应评估预测二年级学生的年度标准化阅读成绩

摘要本研究探讨了基于计算机的，基于课程的阅读评估的可预测性，该评估用于在标准化阅读成绩测验中测量二年级学生的整体和综合阅读成绩。具体而言，检查了Istation的Istation早期阅读进度指示器（ISIP-ER）和一年级阅读评估标准测试（STAR Reading）的二年级学生分数（N = 428）。在Mplus中进行了线性回归分析，以确定ISIP-ER和STAR阅读得分之间的可预测性，确定了12月的ISIP-ER总体阅读和理解得分均预测了春季（5月）的标准化阅读得分。估计置信区间以识别ISIP-ER削减分数，该分数预测所有成就水平的STAR阅读分数。总体而言，ISIP-ER显示出作为二年级学生年度阅读技能的通用筛选工具的希望。