Measuring Reading Progress in Second Grade: Psychometric Properties of the quop-L2 Test Series

Abstract

Learning progress assessments (LPA) are increasingly used by teachers to inform instructional decisions. This study presents evidence for the reliability, validity, and measurement invariance of a newly developed LPA for reading in Grade 2 (quop-L2 - quop Lesetest für zweite Klassen) that assesses the development of reading comprehension in German at the word, sentence, and text levels based on short, equivalent computer-based tests at three-week intervals. All tests were sufficiently reliable. The proposed three-dimensional structure was confirmed by confirmatory factor analysis based on data from N = 1,913 second-grade students. In a subsample of n = 354 students, correlations between quop-L2 and a standardized reading test, teacher judgments, measures of intelligence, and mathematics provided evidence for quop-L2's convergent and discriminant validity. The equivalent tests were strictly invariant over time. Most importantly, results of structural equation models showed that progress in the quop-L2 assessment at the sentence and text levels was related to growth in standardized reading tests assessed at the beginning and end of the school year. Thus, results indicate that quop-L2 can reliably and validly assess students actual reading performance and progress.