easyCBM Norms. 2014 Edition. Technical Report #1409

Autor/inn/en	Saven, Jessica L.; Tindal, Gerald; Irvin, P. Shawn; Farley, Dan; Alonzo, Julie
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	easyCBM Norms. 2014 Edition. Technical Report #1409
Quelle	(2014), (170 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Curriculum Based Assessment; Test Norms; Geographic Regions; Sex; Race; Tables (Data); Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Mathematics Tests; Reading Tests; Academic Standards; State Standards + Suchen Sie Ihr Suchwort? Testnorm; Geschlecht; Geschlechtsverkehr; Rasse; Abstammung; Tabelle; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest
Abstract	Previous norms for the easyCBM assessment system were computed using scores from all students who took each measure for every grade and benchmark season (fall, winter, and spring). During the 2013-14 school year, new national norms were developed to more accurately (proportionately) represent reading and mathematics performance by two variables: region and student demographic. Five hundred students were proportionately and randomly sampled from each of four regions of the country (Midwest, West, Northeast, and Southeast). Percentiles by region are displayed in tables at the top of each page (pp. 15-170) for every season, grade, and measure available on easyCBM. To assist in navigating through all of the tables in the document, each page contains a heading at the top right listing the season, grade, and measure. In addition, the index of all measures found on pages 6-7 serves as a guide through the document. A set of norms using a stratified random sample of students by gender and ethnicity-race (white female, white male, non-white female, non-white male) was also developed. Race and ethnicity were aggregated, as the count of students with complete data for both categories was insufficient for disaggregation. In this process, Hispanic students were counted as "non-white" even when lacking a race designation other than "white." Ethnicity-race codes from the most recent Common Core Data published by the National Center on Education Statistics (2010-11) were used in this process. Like the norms developed by region, these norms based on gender and ethnicity-race are displayed in tables at the bottom of each page by season, grade, and measure. In order to provide a deeper look at scores for every region and/or gender-ethnicity-race included in the norming process, tables providing summary statistics (mean and standard deviation) for each region and each demographic group included in the stratified random samples used to generate norms are included at the center of each page. All the literacy norms included in this document were calculated based on score values present in 2012-2013. The mathematics measures changed for 2013-2014, so the norms for both the CCSS [Common Core State Standards] and NCTM [National Council of Teachers of Mathematics] aligned math measures were calculated using 2013-2014 data. For those who seek a more detailed explanation of how all norms were calculated, a detailed explanation is included in a technical report along with the norm summary tables on pages 8-14. This document serves as an extension of the summary tables presented in that section. (ERIC).
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