Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004

Autor/inn/en	Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	Technical Adequacy of the easyCBM Grade 2 Reading Measures. Technical Report #1004
Quelle	(2010), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Grade 2; Reading Comprehension; Testing Programs; Reading Fluency; Reading Tests; Curriculum Based Assessment; Reliability; Validity; Psychometrics; Educational Assessment; Computer Assisted Testing; Internet; Educational Technology; Measures (Individuals); Statistical Analysis; Response to Intervention; Federal Aid; Evaluation Research; Predictive Measurement; Multiple Choice Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Leseverstehen; Lesetest; Reliabilität; Gültigkeit; Psychometry; Psychometrie; Education; assessment; Bewertungssystem; Unterrichtsmedien; Messdaten; Statistische Analyse; Evaluationsforschung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct validities for performance level scores, as well as slope of improvement. Reliability of alternate forms and content validity were analyzed previously (references to previous technical reports are provided). Internal consistency, split-half reliability, and reliability of growth slopes were moderate. For concurrent and predictive validities, multiple choice reading comprehension was a better predictor of SAT-10 scores than either word or passage reading fluency. Construct validity was supported by strong model fit indices. Overall, predictive validity coefficients for all students on all measures were positive and low. (Contains 1 figure and 34 tables.) [Support for this work was also provided by the Center on Teaching and Learning (CTL).] (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	2017/4/10