Literaturnachweis - Detailanzeige
| Autor/inn/en | Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D. |
|---|---|
| Titel | The Reliability of Randomly Generated Math Curriculum-Based Measurements |
| Quelle | In: Assessment for Effective Intervention, 40 (2015) 4, S.247-253 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508415588075 |
| Schlagwörter | Mathematics Curriculum; Curriculum Based Assessment; Test Reliability; Arithmetic; Addition; Subtraction; Multiplication; Grade 6; Worksheets; Progress Monitoring; Achievement Tests; Screening Tests; Program Validation |
| Abstract | "Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures" (M-CBMs). In this study, we examined the test-retest reliability and alternate-form reliability of four parallel, randomly generated M-CBMs designed to assess multiple arithmetic skills (addition, subtraction, multiplication, and division). The participants (N = 283 sixth-grade students) completed each M-CBM worksheet twice during a semester. According to our results, these M-CBMs have moderate test-retest and alternate-form reliability. Applying the Spearman-Brown Prophecy Formula revealed that aggregating M-CBMs increases the reliability of these measures to acceptable levels for progress monitoring (i.e., above .80). (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 | 2020/1/01 |
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