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Using user log data from 573 third-to fifth-grade students reading an interactive Word Knowledge E-Book, the study analyzed associations between log variables and word knowledge and strategic reading outcomes. 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Outcomes  \nAssessment for Effective Intervention 2021, Vol. 46(4) 292–303  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508420941935](DOI: 10.1177/1534508420941935)[ ](DOI: 10.1177/1534508420941935)[aei.sagepub.com](aei.sagepub.com)  \nDandan Yang, MA 1, Elham Zargar, MA 1, Ashley Marie Adams, PhD 1, Stephanie L. Day, PhD 1, and Carol McDonald Connor, PhD 1  \nAbstract  \nStealth assessment has been successfully embedded in educational games to measure students’ learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students’ digital learning outcomes. Utilizing the user log data from third-to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students’ word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students’ reading processes and predict reading outcomes while supporting digital learning.  \nKeywords  \ntechnology, alternative assessment approaches, reading/literacy  \nSince the No Child Left Behind Act was enacted in 2001, the usage of standardized assessments has increased tremendously in the United States (Chappius & Chappius, 2008) . In spite of the dominance of standardized assessments in the education system, researchers have expressed concerns about their educational effectiveness in the 21st century. First of all, while learning sciences show that acquiring new knowledge occurs and is demonstrated in certain genuine contexts both pedagogically and cognitively, most standardized assessments tend to separate“assessing” from “learning”(Shute & Moore, 2017) . Not being able to provide the genuine learning environment and tools (Pellegrino et al., 2001) that are usually available to students in the daily learning context might yield invalid and inaccurate evaluations of students’ learning abilities. Second, educators and researchers also show concerns that the information gained from standardized assessments isnot efficiently used for adjusting or improving teaching or learning (Symonds, 2004; Wiliam & Thompson, 2007), which means they are “assessments of learning” instead of“assessments for learning”(Shute & Kim, 2014) . In particular, Symonds (2004) emphasized that not using data  \nefficiently to inform instruction was a problem for schools who were not successful in closing the achievement gap. Also, standardized assessments often take place at the end of major chunks of time such as the end of a semester, which makes it difficult for the teachers to react and adjust their teaching plans in a timely manner. This problem of not being able to collect students’progress data and react in time contributes to the difficulties schools may have inclosing achievement gaps.  \nGiven the disadvantages of commonly practiced standardized summative assessments, educators ha","cbCaignn1wCKVQa6","https://ap.wps.com/l/cbCaignn1wCKVQa6","pdf",352717,12,"English","# Abstract\n## Background and rationale\n## Stealth assessment and formative assessment\n## Digital reading platforms and log-data indicators\n## Method overview (participants and measures)\n## Key findings\n## Implications for educators and researchers","[{\"question\":\"What is the focus of this study?\",\"answer\":\"The study explores applying stealth assessment in a digital reading platform and identifying user log indicators that predict digital learning outcomes.\"},{\"question\":\"Which user log variables were significantly associated with outcomes?\",\"answer\":\"Variables tied to answering embedded questions correctly and attempts, as well as making implausible decisions, were significantly associated with word knowledge and strategic reading outcomes.\"},{\"question\":\"Did reading time and frequency relate to learning outcomes?\",\"answer\":\"No. Variables indicating reading time and frequency were not significantly associated with word knowledge and strategic reading outcomes.\"}]","Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes - Assessment for Effective Intervention 2021, Vol. 46(4) | PDF"]