Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling: A Comment on Dumas and McNeish (2017)

2018 ◽  
Vol 47 (9) ◽  
pp. 612-614 ◽  
Author(s):  
Denis G. Dumas ◽  
Daniel M. McNeish
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Growth Parameters ◽  
Reading Assessment ◽  
Dynamic Measurement ◽  
Mathematics Assessment ◽  
Early Childhood Longitudinal Study ◽  
Consequential Validity ◽  
Specific Learning

Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading.

Coparenting in Teen Mothers and Their Children's Fathers: Evidence From the Early Childhood Longitudinal Study–Birth Cohort

2012 ◽  
Vol 12 (6) ◽  
pp. 539-545 ◽  
Author(s):  
Amy Lewin ◽  
Stephanie J. Mitchell ◽  
Lee S. Beers ◽  
Mark E. Feinberg ◽  
Cynthia S. Minkovitz
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Teen Mothers ◽  
Early Childhood Longitudinal Study
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