Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R

Autor/inn/en	Nese, Joseph F. T.; Kamata, Akihito
Titel	Addressing the Large Standard Error of Traditional CBM-R: Estimating the Conditional Standard Error of a Model-Based Estimate of CBM-R
Quelle	In: Assessment for Effective Intervention, 47 (2021) 1, S.53-58 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508420937801
Schlagwörter	Curriculum Based Assessment; Oral Reading; Reading Fluency; Error of Measurement; Progress Monitoring; Scores; Elementary School Students + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Messfehler
Abstract	Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the country as a quick measure of reading proficiency that also serves as a good predictor of comprehension and overall reading achievement, but it has several practical and technical inadequacies, including a large standard error of measurement ("SEM"). Reducing the "SEM" of CBM-R scores has positive implications for educators using these measures to screen or monitor student growth. The purpose of this study was to compare the "SEM" of traditional CBM-R words correct per minute (WCPM) fluency scores and the conditional "SEM" (CSEM) of model-based WCPM estimates, particularly for students with or at risk of poor reading outcomes. We found (a) the average CSEM for the model-based WCPM estimates was substantially smaller than the reported SEMs of traditional CBM-R systems, especially for scores at/below the 25th percentile, and (b) a large proportion (84%) of sample scores, and an even larger proportion of scores at/below the 25th percentile (about 99%) had a smaller CSEM than the reported SEMs of traditional CBM-R systems. [For the corresponding grantee submission, see ED608204.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01