Technical Manual - Renaissance Learning

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IndexAAbsolute growth, 134Access levels, 9Adaptive Branching, 4, 6, 12Adequate yearly progress, 128Age and school grade, relationship to STAR Early Literacyscores, 55Alphabetic Principle. See APAnnual Progress Report, 126Answer options, 26AP (Alphabetic Principle), 11, 13, 15, 16, 31Approaches and rationales for recommended usesadequate yearly progress, 128diagnostic assessment, 125goal setting for student progress monitoring, 126literacy classification, 115matching early readers with books, 121outcome measurement, 130periodic improvement, 127placement screening, 120progress monitoring, 125screening assessment, 117STAR Early Literacy Enterprise and instructionalplanning, 131BBayesian-modal IRT estimation method, 110Benchmarks, 118CCalibration bank, selection of items from, 42Calibration study, 37data, 47, 56results, 58Capabilities, 9CCSS (Common Core State Standards), 13, 15, 49, 87, 95, 98Foundational Skills, 14psychometric properties, 97Choosing a score to measure growth, 140Common Core State Standards. See CCSSComprehension Strategies and Constructing Meaning, 11,15, 23Concept of Word. See CWConcurrent validity of estimated oral reading score, 77Conditional standard error of measurement. See CSEMContent development, 15Content specification, 15AP (Alphabetic Principle), 11, 15, 31CW (Concept of Word), 11, 13, 15, 31EN (Early Numeracy), 11, 13, 15PA (Phonemic Awareness), 11, 15, 31PC (Paragraph-Level Comprehension), 11, 15, 31PH (Phonics), 11, 15, 31SA (Structural Analysis), 11, 15, 31SC (Sentence-Level Comprehension), 11, 15, 31skill domains, Comprehension Strategies andConstructing Meaning, 11, 15skill domains, Numbers and Operations, 11, 15skill domains, Word Knowledge and Skills, 11, 15VO (Vocabulary), 11, 15, 31VS (Visual Discrimination), 11, 15, 31Content structure, 29Cronbach’s alpha, 45CSEM (conditional standard error of measurement), 44, 45Cut scores, 118CW (Concept of Word), 11, 13, 15, 17, 31DData analysis, 85Data encryption, 8Description of the program, 1Desktop computer or laptop, use for testing, 5Diagnostic assessment, 125Diagnostic–Student Report (Student Diagnostic Report SkillSet Scores), 12, 125, 131, 133, 136, 137DIBELS, 66, 69, 70, 77, 78, 80, 81DIBELS Oral Reading Fluency. See DORFDomain Scores, 12Domains, 15, 29DORF (DIBELS Oral Reading Fluency), 77, 78, 79, 80Dynamic calibration, 43EEarly Emergent Readers, 11, 116Early Numeracy. See ENSTAR Early LiteracyTechnical Manual158
IndexEmergent Readers, 11, 109, 111, 115, 116, 122Early, 11, 116Late, 11, 117EN (Early Numeracy), 11, 13, 15, 23, 92Equivalence and validity of STAR Early Literacy Enterprise,88Equivalence study data, 49, 92, 95skills rating items used, 96Est. ORF (Estimated Oral Reading Fluency), 112, 137, 155Exercise questions, 5FFormative classroom assessments, 3Foundational Skills for Kindergarten through Grade 5, 13GGeneric reliability, 44Goal setting for student progress monitoring, 126GRADE, 66, 69, 70, 81Graphics, 26Growth measurementabsolute growth, 134pretest-posttest paradigm, 134pretest-posttest with control group design, 135relative growth, 134using scores to measure growth, 135Growth Report, 12, 126, 134, 136, 137, 141, 143HHands-on exercise, 5IIndividualized tests, 8Instructional planning, and STAR Early Literacy Enterprise,131Instructions, repeating, 8Interim periodic assessments, 3Interpretation of scores, 143iPad®, use for testing, 5IRT (Item Response Theory)Bayesian-modal method, 110Maximum-Likelihood estimation method, 110Item bank, 16Item calibration, 37background, 37dynamic calibration, 43score scale definition and development, 43selection of items, 42statistical analysis, 41Item development, 28content structure, 29metadata requirements and goals, 30readability guidelines, 33tagging for “Requires Reading”, 29text, 31text of scripts/audio instructions, 34Item development (STAR Early Literacy), 15, 27KKR-20 (Kuder-Richardson Formula 20), 45LLanguage, 26Language Standards K-5, 14Late Emergent Readers, 11, 117Length of test, 6Literacy classification, 111, 115score distributions, 109Logits (Rasch scale units), 89MMatching early readers with books, 121Maximum-Likelihood IRT estimation, 110Measurement precision, 44Measuring growth. See Using scores to measure growthMeta-analysis of validity study validity data, 65Metadata requirements and goals, 30Michigan Literacy Progress Profile. See MLPPMLPP (Michigan Literacy Progress Profile), 67NNCE (Normal Curve Equivalent), 59, 110Normal Curve Equivalent. See NCENorming, 100data analysis, 104deciles, 102geographic region, 101grades, 102growth norms, 100norming variables, 102sample characteristics, 100STAR Early LiteracyTechnical Manual159
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STAR Early LiteracyTechnical Manual
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ContentsIntroduction . . . . . . .
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STAR Early LiteracyTechnical Manual
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IntroductionOverviewEnterprise inco
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IntroductionDesign of STAR Early Li
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IntroductionDesign of STAR Early Li
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IntroductionTest SecurityRepeating
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IntroductionPsychometric Characteri
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IntroductionPsychometric Characteri
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IntroductionSTAR Early Literacy Ent
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Content and Item DevelopmentThe STA
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Content and Item DevelopmentItem De
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Core Progress Learning Progression
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Psychometric Research Supporting ST
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Reliability and Measurement Precisi
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ValidityRelationship of STAR Early
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ValidityPost-Publication Study Data
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ValidityConcurrent Validity of Esti
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ValiditySummary of STAR Early Liter
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ValidityValidation Research Study P
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ValidityValidation Research Study P
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ValiditySTAR Early Literacy Enterpr
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ValidityThe Validity of Early Numer
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ValidityThe Validity of Early Numer
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NormingSTAR Early Literacy Enterpri
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NormingDevelopment of Norms for STA
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NormingData AnalysisTable 49:Gender
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NormingGrowth Normswere smoothed us
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Page 164 and 165: ReferencesAdams, M. J. (1990). Begi
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Technical Manual - Renaissance Learning

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