Development and Validation of the Minnesota Inference Assessment

Panayiota Kendeou; Kristen L. McMaster; Reese Butterfuss; Jasmine Kim; Susan Slater; Okan Bulut

doi:10.1177/1534508420937781

Development and Validation of the Minnesota Inference Assessment

Panayiota Kendeou, Kristen L. McMaster, Reese Butterfuss, Jasmine Kim, Susan Slater, Okan Bulut

Educational Psychology

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA’s technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K–2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K–2.

Original language	English (US)
Journal	Assessment for Effective Intervention
DOIs	https://doi.org/10.1177/1534508420937781
State	Accepted/In press - 2020

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported herein was funded by grant numbers R324A160064 and R305A170242 from the U.S. Department of Education to the University of Minnesota. The opinions are those of the authors and do not represent the policies of the U.S. Department of Education.

Publisher Copyright:
© Hammill Institute on Disabilities 2020.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

assessment
comprehension
inference

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title = "Development and Validation of the Minnesota Inference Assessment",

abstract = "The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA{\textquoteright}s technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K–2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K–2.",

keywords = "assessment, comprehension, inference",

author = "Panayiota Kendeou and McMaster, {Kristen L.} and Reese Butterfuss and Jasmine Kim and Susan Slater and Okan Bulut",

note = "Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported herein was funded by grant numbers R324A160064 and R305A170242 from the U.S. Department of Education to the University of Minnesota. The opinions are those of the authors and do not represent the policies of the U.S. Department of Education. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2020. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",

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journal = "Assessment for Effective Intervention",

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AU - McMaster, Kristen L.

AU - Butterfuss, Reese

AU - Kim, Jasmine

AU - Slater, Susan

AU - Bulut, Okan

N1 - Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported herein was funded by grant numbers R324A160064 and R305A170242 from the U.S. Department of Education to the University of Minnesota. The opinions are those of the authors and do not represent the policies of the U.S. Department of Education. Publisher Copyright: © Hammill Institute on Disabilities 2020. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.

PY - 2020

Y1 - 2020

N2 - The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA’s technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K–2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K–2.

AB - The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K–2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction videos coupled with questioning. We evaluated MIA’s technical adequacy in a proof-of-concept study. Taken together, the results support the interpretation that MIA shows promise as a valid and reliable measure of inferencing in a nonreading context for students in Grades K–2. Future directions involve further development of multiple, parallel forms that can be used for progress monitoring in K–2.

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Development and Validation of the Minnesota Inference Assessment

Abstract

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Keywords

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