Technical Manual - Renaissance Learning

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ValidityValidation Research Study ProceduresReliability and measurement precision of the adaptive STAR Early Literacytests.Score distributions by age and grade.Validity of STAR Early Literacy.Appropriateness of the adaptive version of STAR Early Literacy.Teacher reactions to the design of the assessment.Sample CharacteristicsThe Validation Study took place in the Spring of 2001. Although the ValidationStudy sample was targeted to include schools using certain standardized earlyliteracy and reading tests, the participating school districts, specific schools, andindividual students were approximately representative of the US schoolpopulation, in terms of the following three key variables:Geographic Region: Using the categories established by the NationalEducation Association, schools fell into four regions: Northeast, Midwest,Southeast, and West.School System and Per-Grade District Enrollment: Statistics distributed byMDR (2001) identified public and nonpublic schools. Public schools werecategorized into four groups based on their per-grade district enrollment:fewer than 200 students, 200–499 students, 500–1,999 students, and morethan 1,999 students. Socioeconomic Status: Using the Orshansky Indicator from MDR (2001),public schools were categorized based on the proportion of students in thedistrict who fall below the federal poverty level. As a result, schools wereidentified as being either of High, Average, or Low socioeconomic status.(Nonpublic schools were not classified by socioeconomic status, associoeconomic data were not available for them.)These factors provide a sampling frame comprising a 52-cell matrix (4 regionalzones × 4 public school enrollment groups × 3 socioeconomic categories, plus 4regional cells for nonpublic schools). All schools in the US were categorized intoone of the 52 cells, and participation was requested from sufficient numbers ofschools to complete the desired sample. This US sampling frame was used only forreference in the analysis of the Validation Study results; the sample itself wasrecruited principally from among schools that had participated in the CalibrationStudy described in “Core Progress Learning Progression for Reading and theCommon Core State Standards” on page 36. In addition to US schools, schools inCanada were also recruited to participate in the Validation Study.In April 2001, the 101 schools that agreed to participate received a version of STAREarly Literacy designed to gather the validation research data. This version of theSTAR Early LiteracyTechnical Manual82
ValidityValidation Research Study Proceduresprogram captured the test scores and item responses for each of the studentsparticipating.The final Validation Study sample included approximately 11,000 students from 84schools in the US and Canada (Appendix A lists the name, location, and region ofevery school that participated in this and other research phases).Participating schools were asked to administer the tests within a 4-week windowspanning April and May of 2001. In order to provide test-retest reliability data,schools were asked to test every student twice, with an interval of one to sevendays between sessions. In all, 10,624 students in grades from pre-kindergartenthrough grade 3 took the adaptive version of STAR Early Literacy, and 9,236 ofthem took it two or more times.Table 31 compares US student sample characteristics against percentages in theUS population.Table 31: Sample Characteristics, STAR Early Literacy Validation Study, Spring 2001(N = 9,038 US Students)StudentsNational % Sample %Geographic Region Northeast 20.4 0.2Midwest 23.5 26.1Southeast 24.3 44.5West 31.8 29.1District Socioeconomic Status Low 28.4 32.5Average 29.6 54.2High 31.8 11.6Not Available a10.2 1.7School Type and DistrictEnrollmentPublic< 200 15.8 34.8200–499 19.1 25.9500–1,999 30.2 23.7> 1,999 24.7 13.8Non-Public 10.2 1.7a. Socioeconomic Status data were not available from non-public schools.In addition to the sample characteristics summarized in Table 31, additionalinformation about participating schools and students was collected. ThisSTAR Early LiteracyTechnical Manual83
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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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Page 40 and 41: Content and Item DevelopmentItem De
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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
Page 74 and 75: ValidityPost-Publication Study Data
Page 86 and 87: ValidityConcurrent Validity of Esti
Page 88 and 89: ValiditySummary of STAR Early Liter
Page 92 and 93: ValidityValidation Research Study P
Page 94 and 95: ValiditySTAR Early Literacy Enterpr
Page 100 and 101: ValidityThe Validity of Early Numer
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Page 108 and 109: NormingSTAR Early Literacy Enterpri
Page 110 and 111: NormingDevelopment of Norms for STA
Page 112 and 113: NormingData AnalysisTable 49:Gender
Page 114 and 115: NormingGrowth Normswere smoothed us
Page 116 and 117: Score DistributionsScaled Scores: S
Page 118 and 119: Score DefinitionsFor its internal c
Page 120 and 121: Score DefinitionsEstimated Oral Rea
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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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