Implementation fidelity in computerised assessment of book reading.
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| Title: | Implementation fidelity in computerised assessment of book reading. |
|---|---|
| Authors: | Topping, Keith1 k.j.topping@dundee.ac.uk |
| Source: | Computers & Education. Jan2018, Vol. 116, p176-190. 15p. |
| Subject Terms: | *Independent reading, *Accelerated Reader Program (Computer software), *Computers in education, *Books, *Schools, Comprehension (Theory of knowledge) |
| Abstract: | Measuring the implementation fidelity (IF) or integrity of interventions is extremely important, since without it a positive or negative outcome cannot be interpreted. However, IF is actually measured relatively rarely. Direct and indirect methods of measurement have been used in the past, but tend to over-emphasize teacher behaviour. This paper focuses on student behaviour collated through computers - an interesting alternative. It deals with the reading of real books and reading achievement, for which variables a very large amount of computerised data was available – on 852,295 students in 3243 schools. Reading achievement was measured pre-post with STAR Reading, a computerised item-banked adaptive norm-referenced test of reading comprehension. IF came from the Accelerated Reader (AR), which measures understanding of independent reading of real books the student has chosen by a quiz. Results showed higher IF was related to higher achievement. Neither IF nor reading achievement related to socio-economic status. Primary (elementary) schools had higher IF and achievement than secondary (high) schools. Females had higher IF and achievement than males. Students of higher reading ability implemented AR at a higher level, but did not gain in reading at a higher level. However, this computerised method of measuring IF with book reading showed limited reliability, no greater than methods emphasising teacher behaviour. In future, IF measures emphasising student response and those emphasising teacher behaviour need to be blended, although the latter will never generate the sample size of the former. This may be true of implementation fidelity in areas other than book reading. [ABSTRACT FROM AUTHOR] |
| Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 125982793 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Implementation fidelity in computerised assessment of book reading. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Topping%2C+Keith%22">Topping, Keith</searchLink><relatesTo>1</relatesTo><i> k.j.topping@dundee.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Computers+%26+Education%22">Computers & Education</searchLink>. Jan2018, Vol. 116, p176-190. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Independent+reading%22">Independent reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Accelerated+Reader+Program+%28Computer+software%29%22">Accelerated Reader Program (Computer software)</searchLink><br />*<searchLink fieldCode="DE" term="%22Computers+in+education%22">Computers in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+%28Theory+of+knowledge%29%22">Comprehension (Theory of knowledge)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Measuring the implementation fidelity (IF) or integrity of interventions is extremely important, since without it a positive or negative outcome cannot be interpreted. However, IF is actually measured relatively rarely. Direct and indirect methods of measurement have been used in the past, but tend to over-emphasize teacher behaviour. This paper focuses on student behaviour collated through computers - an interesting alternative. It deals with the reading of real books and reading achievement, for which variables a very large amount of computerised data was available – on 852,295 students in 3243 schools. Reading achievement was measured pre-post with STAR Reading, a computerised item-banked adaptive norm-referenced test of reading comprehension. IF came from the Accelerated Reader (AR), which measures understanding of independent reading of real books the student has chosen by a quiz. Results showed higher IF was related to higher achievement. Neither IF nor reading achievement related to socio-economic status. Primary (elementary) schools had higher IF and achievement than secondary (high) schools. Females had higher IF and achievement than males. Students of higher reading ability implemented AR at a higher level, but did not gain in reading at a higher level. However, this computerised method of measuring IF with book reading showed limited reliability, no greater than methods emphasising teacher behaviour. In future, IF measures emphasising student response and those emphasising teacher behaviour need to be blended, although the latter will never generate the sample size of the former. This may be true of implementation fidelity in areas other than book reading. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Computers & Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=125982793 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1016/j.compedu.2017.09.009 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 176 Subjects: – SubjectFull: Independent reading Type: general – SubjectFull: Accelerated Reader Program (Computer software) Type: general – SubjectFull: Computers in education Type: general – SubjectFull: Books Type: general – SubjectFull: Schools Type: general – SubjectFull: Comprehension (Theory of knowledge) Type: general Titles: – TitleFull: Implementation fidelity in computerised assessment of book reading. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Topping, Keith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 03601315 Numbering: – Type: volume Value: 116 Titles: – TitleFull: Computers & Education Type: main |
| ResultId | 1 |
