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First-Year Results for the Multiple-Choice Online Causal Comprehension Assessment: Project MOCCA
Sun, April 10, 8:15 to 10:15am, Marriott Marquis, Floor: Level Four, TreasurySession Type: Symposium
Abstract
This symposium reports results from the first year of a three-year measurement study designed to develop the Multiple-choice Online Causal Comprehension Assessment (MOCCA). Papers focus on the item specification and writing process, classical test theory and item response theory results from the pilot administration, and exploration of the extent to which item difficulty and student performance is a function of text and reader characteristics. In addition to the psychometric methods mentioned, teacher surveys and student think alouds inform this work. Results are suggestive of the positive potential for 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
Multiple-Choice Online Causal Comprehension Assessment (MOCCA) Item Development - HyeonJin Yoon, University of Oregon - Center on Teaching and Learning; Gina Biancarosa, University of Oregon; Sarah Elizabeth Carlson, University of Oregon; Mark L. Davison, University of Minnesota; Ben Seipel, California State University, Chico; Joan Grohman, California State University - Chico
Multiple-Choice Online Causal Comprehension Assessment (MOCCA): Classical Test Theory Results - Gina Biancarosa, University of Oregon; Mark L. Davison, University of Minnesota; Bowen Liu, University of Minnesota - Twin Cities; Sarah Elizabeth Carlson, University of Oregon; Ben Seipel, California State University, Chico; HyeonJin Yoon, University of Oregon - Center on Teaching and Learning
Multiple-Choice Online Causal Comprehension Assessment (MOCCA): Selecting an Item Response Theory - Mark L. Davison, University of Minnesota; Bowen Liu, University of Minnesota - Twin Cities; Ben Seipel, California State University, Chico; Sarah Elizabeth Carlson, University of Oregon; Gina Biancarosa, University of Oregon
Text and Item Feature Analysis of the Multiple-Choice Online Causal Comprehension Assessment (MOCCA) - Ben Seipel, California State University, Chico; Gina Biancarosa, University of Oregon; Sarah Elizabeth Carlson, University of Oregon; Mark L. Davison, University of Minnesota; HyeonJin Yoon, University of Oregon - Center on Teaching and Learning; Joan Grohman, California State University - Chico
Identifying Subgroups of Struggling Comprehenders: Triangulation of Reading Comprehension Processing Methods - Sarah Elizabeth Carlson, University of Oregon; Gina Biancarosa, University of Oregon; Ben Seipel, California State University, Chico; HyeonJin Yoon, University of Oregon - Center on Teaching and Learning; Joan Grohman, California State University - Chico; Mark L. Davison, University of Minnesota