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Updates on Multiple-Choice Online Causal Comprehension Assessment (MOCCA), MOCCA-CAT, and MOCCA-College: A Diagnostic Reading Comprehension Assessment for Struggling Comprehenders
Fri, April 14, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Chicago Marriott Downtown Magnificent Mile, Floor: 4th Floor, Belmont - Avenue BallroomSession Type: Symposium
Abstract
This symposium reports updated from three versions of the Multiple-choice Online Causal Comprehension Assessment (MOCCA): MOCCA, MOCCA-CAT, and MOCCA-College. Papers focus on the writing process, classical test theory and item response theory results, and teacher feedback based on updated design and user features. In addition to the psychometric methods mentioned, student think alouds and validating reading assessments inform this work. Results are suggestive of the positive potential for the various version of MOCCA to serve as a diagnostic measure of reading comprehension that not only distinguishes good and poor comprehenders, but also distinguishes types of poor comprehenders grounded in comprehension theory and basic research.
Sub Unit
Chair
Papers
Development of a Battery of Diagnostic Reading Comprehension Assessments: Measuring Causal Comprehension - Sarah E. Carlson, Georgia State University; Gina Biancarosa, University of Oregon; Benjamin Seipel, California State University - Chico; Mark L. Davison, University of Minnesota; Virginia Clinton-Lisell, University of North Dakota; Patrick Kennedy, University of Oregon
Updating the Teacher User Interface of the Multiple-Choice Online Causal Comprehension Assessment (MOCCA) - Gina Biancarosa, University of Oregon; Sarah E. Carlson, Georgia State University; Benjamin Seipel, California State University - Chico; Mark L. Davison, University of Minnesota
Multiple-Choice Online Causal Comprehension Assessment (MOCCA) Computer Adaptive Test - Patrick Kennedy, University of Oregon; Gina Biancarosa, University of Oregon; Mark L. Davison, University of Minnesota; David J. Weiss, University of Minnesota; Joseph N. DeWeese, University of Minnesota; Ozge Ersan, University of Minnesota-Twin Cities; Tasia Lorissa Brafford, Texas State University
Validation Study of MOCCA-College - Benjamin Seipel, California State University - Chico; Sarah E. Carlson, Georgia State University; Mark L. Davison, University of Minnesota; Virginia Clinton-Lisell, University of North Dakota; Patrick Kennedy, University of Oregon