A Review of Evidence Presented in Support of Three Key Claims in the Validity Argument for the "TextEvaluator"® Text Analysis Tool. Research Report. ETS RR-16-12

Autor/in	Sheehan, Kathleen M.
Titel	A Review of Evidence Presented in Support of Three Key Claims in the Validity Argument for the "TextEvaluator"® Text Analysis Tool. Research Report. ETS RR-16-12
Quelle	In: ETS Research Report Series, (2016), (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Automation; Evaluation Methods; Reading Material Selection; Common Core State Standards; Scores; Scoring; Standardized Tests; High Stakes Tests; Reading Skills; Difficulty Level; Language Usage; Concept Formation; Cognitive Processes; Test Reliability + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Bewertung; Standadised tests; Standardisierter Test; Reading skill; Lesefertigkeit; Schwierigkeitsgrad; Sprachgebrauch; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Testreliabilität
Abstract	The "TextEvaluator"® text analysis tool is a fully automated text complexity evaluation tool designed to help teachers and other educators select texts that are consistent with the text complexity guidelines specified in the Common Core State Standards (CCSS). This paper provides an overview of the TextEvaluator measurement approach and summarizes evidence related to three key claims in the TextEvaluator validity argument: (a) TextEvaluator has succeeded in expanding construct coverage beyond the two dimensions of text variation that are traditionally assessed by readability metrics; (b) the TextEvaluator strategy of estimating distinct prediction models for informational, literary, and mixed texts has succeeded in generating text complexity predictions that exhibit little, if any, genre bias; and (c) TextEvaluator scores are highly correlated with text complexity judgments provided by human experts, including judgments generated via the inheritance method and judgments generated via the exemplar method. Implications with respect to the goal of helping teachers and other educators select texts that are closely aligned with the accelerated text complexity exposure trajectory outlined in the CCSS are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01