Examining the Reliability of Running Records: Attaining Generalizable Results

Autor/inn/en	Fawson, Parker C.; Ludlow, Brian C.; Reutzel, D. Ray; Sudweeks, Richard; Smith, John A.
Titel	Examining the Reliability of Running Records: Attaining Generalizable Results
Quelle	In: Journal of Educational Research, 100 (2006) 2, S.113-126 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.3200/JOER.100.2.113-126
Schlagwörter	Reading Ability; Generalizability Theory; Reading Instruction; Error of Measurement; Reading Achievement; Reader Text Relationship; Reading Comprehension; Reading Research; Educational Assessment; Interrater Reliability; Statistical Analysis; Beginning Reading; Elementary School Students; Elementary School Teachers + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Leseunterricht; Messfehler; Leseleistung; Leseverstehen; Leseforschung; Education; assessment; Bewertungssystem; Interrater-Reliabilität; Statistische Analyse; Erstleseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The authors present results of a generalizability study of running record assessment. They conducted 2 decision studies to ascertain the number of raters and passages necessary to obtain a reliable estimate of a student's reading ability on the basis of a running record assessment. Ten teachers completed running record assessments of 10 first-grade students on 2 leveled reading passages. Findings indicate that each student assessed with running records should read a minimum of 3 passages to produce a reliable score. Using a fully crossed design in which all students were rated by each rater on all passages did not provide sizable advantages over a nested design in which students were crossed with passages and nested in raters. (Contains 2 tables and 7 figures.) (Author).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10