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ERIC Number: EJ1435774
Record Type: Journal
Publication Date: 2024-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
EISSN: EISSN-2161-1505
Comparing Traditional and Virtual Assessment of Oral Reading Fluency: A Preliminary Investigation
Erin E. C. Henze; Kathleen A. Aspiranti; Jennifer L. Reynolds
Contemporary School Psychology, v28 n3 p365-375 2024
Given the shift toward technology-based approaches to assessment and intervention and the growing popularity of virtual service delivery, practitioners must have data to inform whether student performance on curriculum-based measures (CBMs) is equivalent when administering assessments through different modalities. Reading CBMs are a widely used tool for benchmarking and monitoring student progress, but researchers have not thoroughly examined variations on CBM assessment modality (e.g., tablets, computers, video conferencing). The current study extends the research on CBM assessment modalities by comparing students' oral reading fluency (ORF) scores across traditional (face-to-face, with paper probes) and virtual (via video conferencing, with probes presented on screen share) assessment sessions. Results from four students, using an alternating treatment design, show slight differences between modalities with traditional face-to-face administration yielding higher scores. Assessment integrity and interscorer agreement data were collected. Discussion focuses on limitations, directions for future research, and considerations for practitioners.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A