Robust Regression for Slope Estimation in Curriculum-Based Measurement Progress Monitoring

Autor/inn/en	Mercer, Sterett H.; Lyons, Alina F.; Johnston, Lauren E.; Millhoff, Courtney L.
Titel	Robust Regression for Slope Estimation in Curriculum-Based Measurement Progress Monitoring
Quelle	In: Assessment for Effective Intervention, 40 (2015) 3, S.176-183 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508414555705
Schlagwörter	Curriculum Based Assessment; Progress Monitoring; Regression (Statistics); Computation; Robustness (Statistics); Least Squares Statistics; Statistical Bias; Efficiency + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Widerstandsfähigkeit; Effectiveness; Effektivität; Wirkungsgrad
Abstract	Although ordinary least-squares (OLS) regression has been identified as a preferred method to calculate rates of improvement for individual students during curriculum-based measurement (CBM) progress monitoring, OLS slope estimates are sensitive to the presence of extreme values. Robust estimators have been developed that are less biased by extreme values; however, the performance of robust estimators in the short data streams typical of CBM progress monitoring is unknown. The purpose of the current study was to investigate bias and efficiency relative to OLS for several robust slope estimators on simulated CBM progress monitoring data. Data were generated at several combinations of series lengths (i.e., 7, 12, and 24 data points) and percentages of extreme value contamination (i.e., 0%, 15%, and 30% of data points). Results indicated that the robust slope estimates were substantially more efficient than OLS in the presence of extreme values. Potential uses of robust slope estimates for calculating students' rates of improvement in CBM progress monitoring are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01