Measuring Students' College and Career Readiness in English Language Arts Using a Rasch-Based Self-Efficacy Scale

Autor/inn/en	Peoples, Shelagh M.; Flanagan, Kathleen Marie; Foster, Brandon
Titel	Measuring Students' College and Career Readiness in English Language Arts Using a Rasch-Based Self-Efficacy Scale
Quelle	(2017), (59 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English; Language Arts; Self Efficacy; At Risk Students; College Readiness; Career Readiness; Predictor Variables; Literacy; Scores; Construct Validity; Academic Achievement; Achievement Gap; Student Evaluation; High School Students; Measures (Individuals); Content Validity; Grade 10; Mathematics Tests; Massachusetts + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Self-efficacy; Selbstwirksamkeit; Prädiktor; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Master-Studiengang
Abstract	High school graduation is "not yet a reliable indicator of college readiness", (Gaertner & McClarty, 2015, p2). As such, researchers are investigating the use of non-cognitive factors as predictors of college and career readiness (CCR). The College and Career Readiness English Language Arts (ELA) Scale was designed to measure students' self-efficacy in the seven CCR capacities students need to become literate individuals (CCSSI, 2016). Over 100,000 G8 and G10 students participated in the study. Construct validity analyses reveal the CCRES is a reliable scale. A positive relationship between students' CCRES scaled scores and achievement was supported; confidence gaps, similar to achievement gaps are evident across at-risk sub-groups. Implications for its future use as a diagnostic and evaluation tool are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01