TY - JOUR
T1 - Novice Interpretations of Progress Monitoring Graphs
T2 - Extreme Values and Graphical Aids
AU - Newell, Kirsten W.
AU - Christ, Theodore J.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - Curriculum-Based Measurement of Reading (CBM-R) is frequently used to monitor instructional effects and evaluate response to instruction. Educators often view the data graphically on a time-series graph that might include a variety of statistical and visual aids, which are intended to facilitate the interpretation. This study evaluated the effects of brief training, graphical aids, and presence of extreme/outlier values on accuracy. Novice visual analysts (N = 173) were randomly assigned to a training condition: control, trend line calculation, or extreme value identification. All participants interpreted graphical displays of progress monitoring data with and without trend lines and extreme values. Novice visual analysts' performance on a knowledge test was uniformly high. Results indicate that the overall probability of an accurate response was.80, which improved to a maximum of.94 within the condition with trend lines and no extreme values. Specifically, results indicate that even in the presence of extreme values, trend lines facilitate novice visual analysts' accuracy.
AB - Curriculum-Based Measurement of Reading (CBM-R) is frequently used to monitor instructional effects and evaluate response to instruction. Educators often view the data graphically on a time-series graph that might include a variety of statistical and visual aids, which are intended to facilitate the interpretation. This study evaluated the effects of brief training, graphical aids, and presence of extreme/outlier values on accuracy. Novice visual analysts (N = 173) were randomly assigned to a training condition: control, trend line calculation, or extreme value identification. All participants interpreted graphical displays of progress monitoring data with and without trend lines and extreme values. Novice visual analysts' performance on a knowledge test was uniformly high. Results indicate that the overall probability of an accurate response was.80, which improved to a maximum of.94 within the condition with trend lines and no extreme values. Specifically, results indicate that even in the presence of extreme values, trend lines facilitate novice visual analysts' accuracy.
KW - curriculum-based measurement
KW - progress monitoring
KW - visual analysis
UR - http://www.scopus.com/inward/record.url?scp=85027282467&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85027282467&partnerID=8YFLogxK
U2 - 10.1177/1534508417694855
DO - 10.1177/1534508417694855
M3 - Article
AN - SCOPUS:85027282467
SN - 1534-5084
VL - 42
SP - 224
EP - 236
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 4
ER -