Concepts of Comprehension Assessment (COCA)™ in action

Sara Bolt & Nell K. Duke, Project Director
Alison Billman, Research Assistant

All too often tests are administered to students, but the information that is collected is not used to drive instructional changes that can lead to improved student outcomes. Recently, measurement experts have emphasized the need for investigations of the consequential validity of tests - does testing actually benefit students? In this experimental study, we seek to examine whether any instructional and student performance changes occur with multiple administrations of a recently developed test of early informational reading comprehension: the Concepts of Comprehension Assessment (COCA)™.