---
res:
  bibo_abstract:
  - '<jats:p>A prerequisite for child reading support at school is adequate assessment.
    Embedding (repeated) assessment into daily teaching routine is often challenging
    for teachers in terms of time and organization. The use of digital tools can help
    teachers in the assessment process (in preparation, evaluation, documentation,
    etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing
    on assessing reading comprehension skills in Grades 3 and 4 is currently being
    developed in Austria. This reading assessment covers reading comprehension at
    the word, sentence, and text level. Text level is assessed via two subtests (Subtest
    I: presentation of nonsense-stories and corresponding questions, and Subtest II:
    maze selection). The other levels consist of one subtest each. This paper focusses
    on the subtests at text level. More specifically, the paper reports the results
    of two studies. Study 1 describes the development phases and the first piloting
    of these two subtests (data collection: 10/2019-12/2019). Testing 273 students
    with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60
    items) produced information on (a) item difficulty, (b) item discriminatory power,
    and (c) time limits for future speed testing. Items not meeting the required quality
    criteria were excluded. The final version of Subtest I consists of 16 questions
    referring to eight different, short, nonsense-texts. Its testing time (without
    instructions) is three minutes. The final version of the Subtest II consists of
    2 texts each with 15 maze selections (30 items) and testing time is 100 seconds.
    The internal consistency is found to be good for Subtest I (α=.87) and Subtest
    II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability
    (data collection: 09/2020-11/2020). Student scores in another reading comprehension
    test, together with teacher assessments of reading comprehension, were used to
    assess congruent validity. Divergent validity was assessed using teacher assessments
    of mathematical and socio-emotional skills. As expected, the correlations with
    the congruent measures were higher than those with the divergent measures. A subsample
    was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest
    II. However, the scores obtained at time 2 were higher compared to those at time
    1 in both subtests. This is probably the result of increased student familiarity
    with the digital device and the digital test environment at time 2. The results
    are discussed in the light of teachers’ needs for standardized digital assessments
    in order to facilitate the tailoring of student reading support.  </jats:p>@eng'
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Susanne
      foaf_name: Seifert, Susanne
      foaf_surname: Seifert
      foaf_workInfoHomepage: http://www.librecat.org/personId=97270
  - foaf_Person:
      foaf_givenName: Lisa
      foaf_name: Paleczek, Lisa
      foaf_surname: Paleczek
  bibo_doi: 10.34190/ejel.19.5.2467
  bibo_issue: '5'
  bibo_volume: 19
  dct_date: 2021^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1479-4403
  dct_language: eng
  dct_publisher: Academic Conferences International Ltd@
  dct_subject:
  - Computer Science Applications
  - Education
  dct_title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development
    and Validation@'
...