Technical Manual - Renaissance Learning

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Content and Item DevelopmentThe STAR Early Literacy Enterprise Item BankSTAR Early Literacy Enterprise has separate content specifications for each grade,pre-K to 3, as well as for each of 5 literacy levels defined by scale score intervals.The categorization of skills into skill sets and domains in STAR Early LiteracyEnterprise is based on extensive analysis of curriculum materials, state standards,and the CCSS, and has been reviewed by early learning consultants.Early numeracy content will be specified for all tests. STAR Early LiteracyEnterprise explicitly includes specified numbers of early numeracy items at eachgrade level and literacy classification.This structure encompasses four of the five critical areas of reading instructionidentified by the National Reading Panel and CCSS. The one area not covered fullyby STAR Early Literacy Enterprise is fluency, a reading behavior that is bestassessed by other means. However, fluency is well-known to be highly correlatedwith other reading skills, such as comprehension and using context to determineword meaning, both of which are assessed in STAR Early Literacy Enterprise.Furthermore, the assessment estimates students’ oral reading fluency anddisplays these estimates on certain reports. (See page 112 for information on theEstimated Oral Reading Fluency scores.)The STAR Early Literacy Enterprise Item BankWithin each of the three STAR Early Literacy Enterprise domains, closely relatedskill sets are organized into sub-domains. The resulting hierarchical structure isdomain, sub-domain, skill set, and specific skill. Tables 2–4 display the domains,sub-domains, skill sets, and skills.Table 2:Hierarchical Structure of the STAR Early Literacy Enterprise Item Bank: Word Knowledgeand Skills DomainSub-Domain Skill Set Skill ID Skill GradeAlphabeticPrincipleAlphabetic Knowledge AP02A Recognize lowercase letters Pre-KAP02B Recognize uppercase letters Pre-KAP02C Match lowercase with uppercase letters KAP02D Match uppercase with lowercase letters KAP02E Distinguish numbers from letters KAlphabetic Sequence AP03A Identify the letter that comes next KAP03B Identify the letter that comes before KLetter Sounds AP04A Recognize sounds of lowercase letters KAP04B Recognize sounds of uppercase letters KSTAR Early LiteracyTechnical Manual16
Content and Item DevelopmentThe STAR Early Literacy Enterprise Item BankTable 2:Hierarchical Structure of the STAR Early Literacy Enterprise Item Bank: Word Knowledgeand Skills Domain (Continued)Sub-Domain Skill Set Skill ID Skill GradeConcept of WordPrint Concepts:Word LengthPrint Concepts:Word BordersPrint Concepts: Lettersand WordsCW01A Identify longest word KCW01B Identify shortest word KCW02A Identify number of words (2–3) KCW03A Differentiate words from letters KCW03B Differentiate letters from words KVisualDiscriminationLetters VS01A Differentiate lowercase letters Pre-KVS01B Differentiate uppercase letters Pre-KVS01C Differentiate lowercase letters in mixed set Pre-KVS01D Differentiate uppercase letters in mixed set Pre-KIdentification andWord MatchingVS03A Identify words that are different KVS03B Match words that are the same KVS03C Identify words that are different from a prompt KPhonemicAwarenessRhyming and WordFamiliesPA01AMatch sounds within word families (namedpictures)Pre-KPA01BMatch sounds within word families (unnamedpictures)Pre-KPA01C Identify rhyming words (named pictures) KPA01D Identify nonrhyming words (named pictures) KBlending Word Parts PA02A Blend onsets and rimes KPA02B Blend 2-syllable words KPA02C Blend 3-syllable words KBlending Phonemes PA03A Blend phonemes in (VC) or (CVC) words KPA03B Blend phonemes in single-syllable words 1STAR Early LiteracyTechnical Manual17
Page 1 and 2: STAR Early LiteracyTechnical Manual
Page 3: ContentsIntroduction . . . . . . .
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Page 10 and 11: IntroductionOverviewEnterprise inco
Page 12 and 13: IntroductionDesign of STAR Early Li
Page 14 and 15: IntroductionDesign of STAR Early Li
Page 16 and 17: IntroductionTest SecurityRepeating
Page 18 and 19: IntroductionPsychometric Characteri
Page 20 and 21: IntroductionPsychometric Characteri
Page 22 and 23: IntroductionSTAR Early Literacy Ent
Page 26 and 27: Content and Item DevelopmentThe STA
Page 32 and 33: Content and Item DevelopmentItem De
Page 44 and 45: Core Progress Learning Progression
Page 46 and 47: Psychometric Research Supporting ST
Page 52 and 53: Reliability and Measurement Precisi
Page 64 and 65: 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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ValidityRelationship of STAR Early
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ValidityRelationship of STAR Early
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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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Score DistributionsScaled Scores: S
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Score DefinitionsFor its internal c
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Score DefinitionsEstimated Oral Rea
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STAR Early Literacy Enterprise in t
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AppendixTable 61:STAR Early Literac
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AppendixTable 61:STAR Early Literac
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ReferencesAdams, M. J. (1990). Begi
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IndexAAbsolute growth, 134Access le
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IndexScaled Score norms, 100Scaled
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IndexTest item design guidelinesans
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