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Development of a progress monitoring tool for upper primary students’ reading comprehension

Rielke Bogaert (UGent) , Koen Aesaert, Emmelien Merchie (UGent) and Hilde Van Keer (UGent)
(2021) EARLI 2021, 19th Biennial EARLI Conference, Abstracts. p.121-121
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Abstract
Within the context of our information society, reading comprehension is a key competence. However, many students experience difficulties with it. This is especially true in upper primary education, which is a critical period in the development of this competence. In this respect, the reading literature increasingly emphasizes the importance of monitoring students’ progress in reading comprehension. However, appropriate measurement instruments to realize this progress monitoring are lacking. In this study, therefore, a new tool was developed to monitor upper primary students’ progress in reading comprehension (i.e., RC-PM tool), especially focusing on comprehension of expository texts. The test development process followed a multistep process consisting of a) defining the construct of reading comprehension, b) creating and operationalizing a test framework, c) developing the test items and texts, and d) reviewing the quality of the reading comprehension tests. 3269 students participated in the development of the tool. Automated test assembly was conducted in R to compile six equivalent test versions. The theoretical and educational significance of the RC-PM tool is discussed.
Keywords
reading comprehension, primary education, assessment methods and tools, student learning

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Citation

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MLA
Bogaert, Rielke, et al. “Development of a Progress Monitoring Tool for Upper Primary Students’ Reading Comprehension.” EARLI 2021, 19th Biennial EARLI Conference, Abstracts, EARLI, 2021, pp. 121–121.
APA
Bogaert, R., Aesaert, K., Merchie, E., & Van Keer, H. (2021). Development of a progress monitoring tool for upper primary students’ reading comprehension. In EARLI 2021, 19th Biennial EARLI Conference, Abstracts (pp. 121–121). Online: EARLI.
Chicago author-date
Bogaert, Rielke, Koen Aesaert, Emmelien Merchie, and Hilde Van Keer. 2021. “Development of a Progress Monitoring Tool for Upper Primary Students’ Reading Comprehension.” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts, 121–121. EARLI.
Chicago author-date (all authors)
Bogaert, Rielke, Koen Aesaert, Emmelien Merchie, and Hilde Van Keer. 2021. “Development of a Progress Monitoring Tool for Upper Primary Students’ Reading Comprehension.” In EARLI 2021, 19th Biennial EARLI Conference, Abstracts, 121–121. EARLI.
Vancouver
1.
Bogaert R, Aesaert K, Merchie E, Van Keer H. Development of a progress monitoring tool for upper primary students’ reading comprehension. In: EARLI 2021, 19th Biennial EARLI Conference, Abstracts. EARLI; 2021. p. 121–121.
IEEE
[1]
R. Bogaert, K. Aesaert, E. Merchie, and H. Van Keer, “Development of a progress monitoring tool for upper primary students’ reading comprehension,” in EARLI 2021, 19th Biennial EARLI Conference, Abstracts, Online, 2021, pp. 121–121.
@inproceedings{8718983,
  abstract     = {{Within the context of our information society, reading comprehension is a key competence. However, many students experience difficulties with it. This is especially true in upper primary education, which is a critical period in the development of this competence. In this respect, the reading literature increasingly emphasizes the importance of monitoring students’ progress in reading comprehension. However, appropriate measurement instruments to realize this progress monitoring are lacking. In this study, therefore, a new tool was developed to monitor upper primary students’ progress in reading comprehension (i.e., RC-PM tool), especially focusing on comprehension of expository texts. The test development process followed a multistep process consisting of a) defining the construct of reading comprehension, b) creating and operationalizing a test framework, c) developing the test items and texts, and d) reviewing the quality of the reading comprehension tests. 3269 students participated in the development of the tool. Automated test assembly was conducted in R to compile six equivalent test versions. The theoretical and educational significance of the RC-PM tool is discussed.}},
  author       = {{Bogaert, Rielke and Aesaert, Koen and Merchie, Emmelien and Van Keer, Hilde}},
  booktitle    = {{EARLI 2021, 19th Biennial EARLI Conference, Abstracts}},
  keywords     = {{reading comprehension,primary education,assessment methods and tools,student learning}},
  language     = {{eng}},
  location     = {{Online}},
  pages        = {{121--121}},
  publisher    = {{EARLI}},
  title        = {{Development of a progress monitoring tool for upper primary students’ reading comprehension}},
  url          = {{https://www.earli.org/EARLI2021}},
  year         = {{2021}},
}