Literaturnachweis - Detailanzeige
| Autor/inn/en | Alonzo, Julie; Anderson, Daniel |
|---|---|
| Institution | University of Oregon, Behavioral Research and Teaching (BRT) |
| Titel | Classification Accuracy of the easyCBM Kindergarten -- Grade 2 Reading Measures. Technical Report #1801 |
| Quelle | (2018), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accuracy; Curriculum Based Assessment; Response to Intervention; Kindergarten; Grade 1; Grade 2; Reading Tests; Classification; Comparative Analysis; Reading Fluency; Reading Comprehension |
| Abstract | In this technical report, we present results of classification accuracy analyses to identify cut scores to optimize sensitivity and specificity for the easyCBM literacy assessments in Kindergarten through Grade 2. In conducting these analyses, we used the following approach: We kept sensitivity above 0.80 and maximized specificity from there. If specificity crossed 0.90, we kept sensitivity above 0.90 and maximized specificity from there. If there were multiple cut scores with the same specificity maximum while keeping sensitivity above 0.80 or 0.90, respectively, we selected the cut score that maximized sensitivity. For the Kindergarten measures, we used the raw score associated with the 50th percentile on the Spring Letter Sounds measure as the outcome. For the Grade 1 measures, we used the raw score associated with the 50th percentile on the Spring Word Reading Fluency measure as the outcome. For the Grade 2 measures, we used the raw score associated with the 50th percentile on the Spring Passage Reading Fluency measure as the outcome. With the exception of the Phoneme Segmenting measure when administered in the Fall of Kindergarten, all measures demonstrated strong classification accuracy. (As Provided). |
| Anmerkungen | Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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