Presentation paper
Equating words-correct-per-minute (WCPM) scores in an oral reading fluency assessment
2020
Description
Words-correct-per-minute (WCPM) scores from dissimilar passages are problematic for monitoring students’ reading progress. We develop a method based on graph theory to identify the pairwise relationships between passages for equating. Such equated scores provide a better indication of students’ oral readingfluency by accounting for differences in passage difficulty. Results from this study suggest that compared to the raw WCPM scores, equated scores have higher reliability and better reflect students’ true reading ability as indicated by higher correlations with scores from an external reading measure.
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