Replicating Criterion Validity in Science Content for the Combination of Critical Content Monitoring and Sentence Verification Technique

Document Type

Article

Publication Date

9-1-2019

Abstract

The purpose of the research was to replicate commonality analysis for two measures: critical content monitoring and sentence verification technique. Participants were 967 fourth-, fifth-, and sixth-grade students across seven public primary schools in a southeastern U.S. district. The predictor variables were administered as benchmarks 3 times in an academic year. Predictor scores were compared with science content test and reading comprehension scores from the Stanford Achievement Test–Tenth Edition abbreviated online form and a statewide accountability test. Commonality analysis results indicated that scores from both critical content monitoring and sentence verification technique added unique variance to explanatory models, replicating previous findings. In most cases, critical content monitoring scores provided the greatest percentage of unique and common variance to model explanations.

Publication Source (Journal or Book title)

Assessment for Effective Intervention

First Page

292

Last Page

299

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