Designing and Validating an On-line Dynamic Assessment for Improving Reading Comprehension on Science

Abstract

This study designed and validated a dynamic assessment e-learning environment for enhancing elementary students’ science reading comprehension. The “graduated prompt approach” was used to develop the assessment module. The number of participants for the formal administration was 480 grade 5 and 6 students. Statistical results indicated the two versions of DARCS had concurrent validity. The items had good discrimination power and difficulty appropriate for the majority of the students across grade 5 and 6 level and no statistical difference between these two versions. The implications of the study were discussed.