Journal of Academic Research in Education and Review
International Journal of Academic Research in Education and Review
Vol. 4(2), pp. 29-46. February, 2016.
Full Length Research
An Examination of the Effects of Two Equating Methods on the Equivalence of the First Grade DIBELS Oral Reading Fluency Probes
*1Chung-Hau Fan, 2Peter R. Denner, 3Yi Ding and 4Yu-Lin Chang
*1University of Iowa
2Idaho State University
4National Taiwan Normal University
*Corresponding author’s E-mail: firstname.lastname@example.org
Accepted 24 February 2016
Research has revealed concerns regarding the limited psychometric evidence for using CBM oral reading fluency (CBM-R) for progress monitoring at the individual student level due to probe nonequivalence. Equating methods based on test theories have been shown to be useful to equate less comparable forms. This study investigated the effect of using mean equating and linear equating methods for managing score variability at the individual student level across DIBELS ORF (DORF) probes. A sample of 68 first grade students were administered the first grade DORF probes, and their words correctly read per min (WCPM) were calculated. The results indicated the comparability of the DORF outcomes was significantly improved with the two equating methods. Additionally, linear equating outperformed mean equating for managing score variability. Nevertheless, noticeable score variability was still observed at the individual student level. Directions for future study and implications for applying equating methods for making educational decisions are discussed.
Cite This Article As: Fan C-H, Denner PR, Ding Y, Chang Y-L (2016). An Examination of the Effects of Two Equating Methods on the Equivalence of the First Grade DIBELS Oral Reading Fluency Probes. Inter. J. Acad. Res. Educ. Rev. 4(2): 29-46