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IES Contract

Title: Creating a Data-Based Decision-Making and Recommendation Tool for Reading Comprehension Instruction Using Diagnostic Results from MOCCA
Center: NCER Year: 2021
Principal Investigator: Bernstein, Nate Awardee: Emberex
Program: Small Business Innovation Research      [Program Details]
Award Period: 8 months (05/01/2021 – 01/02/2022) Award Amount: $200,000
Type: Phase I Development Award Number: 91990021C0027

Through a series of IES Research Grants, researchers created the MOCCA, an online diagnostic reading comprehension assessment for students in grades three to five and for college students who struggle with reading. Developed in an academic setting and for use in research, this SBIR project will ready MOCCA for use at scale in schools and education institutions. In Phase I, the research team will develop a prototype of an educator interface with reporting and recommendation features designed to meet the instructional needs of educators and a separate interface with automated insights to inform instruction for individuals and groups of students. At the end of Phase I, in a pilot study with 40 intermediate and college teachers and 20 intermediate and college administrators, the researchers will examine if the prototype functions as planned, if educators are able to use and are engaged by the new administration options, and if educators are able to use insights generated by the assessment tool to inform instruction for individual and groups of students.

Related IES Projects: Multiple-choice Online Causal Comprehension Assessment for Postsecondary Students (MOCCA-College): Measuring Individual Differences in Reading Comprehension Ability of Struggling College Readers by Text Type (R305A180417); Multiple-choice Online Causal Comprehension Assessment Refinement: Achieving Better Discrimination via Experimental Item Types and Adaptive Testing (R305A190393); Multiple-choice Online Cloze Comprehension Assessment (MOCCA): Refining and Validating a Measure of Individual Differences in Reading Comprehension Processes During Reading (R305A140185)