Mark L. Davison

Associated IES Content

FY2020

FY2020 Single-Session Peer Review Panel
Grant

Multiple-choice Online Causal Comprehension Assessment Refinement: Achieving Better Discrimination via Experimental Item Types and Adaptive Testing

This project will develop and refine a computer-adaptive version of MOCCA (Multiple-choice Online Cloze Comprehension Assessment), an existing reading comprehension measure for third- through fifth-grade readers. MOCCA helps distinguish between students who make one of two common comprehension errors. Students with weak comprehension skills tend either to paraphrase (rephrase prior information from the text but do not generate missing information) or to make lateral connections (make an elab...
Federal funding program:
Education Research Grants
Award number:
R305A190393

FY2017

FY2017 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel

FY2016

FY2016 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel

FY2015

FY2015 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel Science FY2015

FY2014

FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant

Multiple-choice Online Cloze Comprehension Assessment (MOCCA): Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading

Numerous children struggle with reading comprehension and previous research shows that a subset of these children struggle with higher level reading skills, such as maintaining causal coherence while reading. Causal coherence is created through inferences that require the reader to synthesize why an event occurs based on relevant goals previously identified in the text and to generate missing information from background knowledge. Students who struggle with causal coherence typically fall in...
Federal funding program:
Education Research Grants
Award number:
R305A140185

FY2011 IES Peer Reviewers

FY2011 IES Research Peer Review Panel

FY2010 IES Peer Reviewers

FY2010 IES Research Peer Review Panel

FY2009 IES Peer Reviewers

FY2009 IES Research Peer Review Panel

FY2006 IES Peer Reviewers

FY2006 IES Peer Reviewers
Grant

Minnesota Interdisciplinary Training in Education Research

The University of Minnesota's Interdisciplinary Training in Education Research (MITER) program aimed to develop education researchers able to apply experimental methodology and cognitive sciences to practical educational issues.
Federal funding program:
Research Training Programs in the Education Sciences
Award number:
R305C050059