Literaturnachweis - Detailanzeige
Autor/inn/en | Nese, Joseph F. T.; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald |
---|---|
Titel | Applied Curriculum-Based Measurement as a Predictor of High-Stakes Assessment: Implications for Researchers and Teachers |
Quelle | In: Elementary School Journal, 111 (2011) 4, S.608-624 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-5984 |
DOI | 10.1086/659034 |
Schlagwörter | Response to Intervention; Curriculum Based Assessment; Reading Tests; Evidence; Measures (Individuals); Benchmarking; Measurement; State Programs; Reading Fluency; Grade 4; Grade 5; Cutting Scores; Computer Assisted Testing; Predictive Validity; Test Validity |
Abstract | As part of a Response to Intervention (RTI) model, curriculum-based measurement (CBM) is an evidence-based assessment system that uses screening and formative assessments to help guide instruction. The two primary purposes of this study are to examine the relations between the easyCBM benchmark measures and a statewide large-scale assessment and to establish the optimal cut scores for the CBM measures. The easyCBM benchmark measures are used in 13 states through an online assessment system designed for use in an RTI context. Utility of the assessment system is examined through evidence related to predictive and systemic validity evidence. Included are a regression and a receiver operating characteristics (ROC) analysis of the relation between the benchmark assessments and a statewide large-scale reading test using a sample of approximately 3,600 students in grades 4 and 5. Results indicate strong concurrent validity and show the vocabulary measure as a robust predictor across grades. (Contains 3 tables.) (As Provided). |
Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |