Revise the RRRP to increase item difficulty and lengthen the wait interval before 'go'¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on observed ceiling effects and the null predictive value of waiting for 'go', the authors recommend specific revisions. They write: "We plan to add more difficult items by increasing the number of rules to remember, and the length of the directions," and suggest it "might be informative to lengthen the wait time between the instruction and saying 'go.'" They also recommend adding a third object per prompt and establishing a vocabulary baseline for dual language learners.

Design Implications¶

Context¶

Requirements¶

• A trained assessor; the authors report the task was simple enough for a teacher to administer, though no formal feasibility measure was in place

Constraints¶

• The current third-grade version showed evidence of being too easy for some children, and the sample was primarily Caucasian, so different results may be found in more diverse samples

Target Learners¶

• third grade students; difficulty can be manipulated for other age groups

Target Learning Goals¶

• accurate direct assessment of self-regulation skills in school settings

Claims¶

• Children's ability to wait for 'go' on the RRRP was not a significant predictor of any academic outcome and was removed from the models [+W]

Related Strategies¶

• Increase Latency Periods When Questioning Students

Examples¶

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Key Sources¶

• Day, Stephanie L.; Connor, Carol M. (2017). Examining the relations between self-regulation and achievement in third grade students. Assessment for Effective Intervention, 42(2), 97-109. https://doi.org/10.1177/1534508416670367