Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress

Autor/inn/en	Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A.
Titel	Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress
Quelle	In: Assessment for Effective Intervention, 38 (2013) 4, S.203-213 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508413489724
Schlagwörter	Curriculum Based Assessment; Vocabulary; Secondary School Science; Content Area Reading; Disabilities; Progress Monitoring; Test Reliability; Test Validity; Science Achievement; Middle School Students; Grade 7; Pretests Posttests; Grades (Scholastic); Standardized Tests; Achievement Tests; Hierarchical Linear Modeling; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Wortschatz; Sinnerfassendes Lesen; Handicap; Behinderung; Testreliabilität; Testvalidität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Notenspiegel; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching probes administered once weekly over a period of 14 weeks. Criterion measures were knowledge pre- and posttests, the science subtest of the "Iowa Test of Basic Skills" (ITBS), and course grades. Alternate-form reliability coefficients ranged from "r" = 0.64 to 0.84. Coefficients increased over time and by combining scores across probes. Correlations between scores on the vocabulary-matching and criterion measures ranged from "r" = 0.55 to 0.76. The estimated mean group growth rate on the vocabulary-matching measure was 0.63 correct matches per week, which was significantly different from zero. The measures produced significant interindividual differences in growth rates, and growth on the measures was related to performance on the ITBS, course grades, and pre-post gains on the knowledge test. Results provide initial support for the technical adequacy of vocabulary-matching as an indicator of performance and progress in science. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10