The Effects of Baseline Estimation on the Reliability, Validity, and Precision of CBM-R Growth Estimates

Autor/inn/en	Van Norman, Ethan R.; Christ, Theodore J.; Zopluoglu, Cengiz
Titel	The Effects of Baseline Estimation on the Reliability, Validity, and Precision of CBM-R Growth Estimates
Quelle	In: School Psychology Quarterly, 28 (2013) 3, S.239-255 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/spq0000023
Schlagwörter	Curriculum Based Assessment; Oral Reading; Reading Fluency; Regression (Statistics); Progress Monitoring; Accuracy; Observation; Simulation; Evaluation Methods; Statistical Bias; Models; Test Reliability; Test Validity + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Regression; Regressionsanalyse; Beobachtung; Simulation program; Simulationsprogramm; Analogiemodell; Testreliabilität; Testvalidität
Abstract	This study examined the effect of baseline estimation on the quality of trend estimates derived from Curriculum Based Measurement of Oral Reading (CBM-R) progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for schedules ranging from 6-20 weeks for datasets with high and low levels of residual variance (poor and good quality datasets respectively). Three observations per day for the first three days of data collection were generated for baseline estimation. As few as one and as many as nine observations were used to calculate baseline. The number of weeks of progress monitoring and the quality of the dataset were highly influential on the reliability, validity, and precision of simulated growth estimates. Results supported the use of using the median of three observations collected on the first day to estimate baseline, particularly when the first observation of that day systematically underestimated student performance. Collecting a large number of observations to estimate baseline does not appear to improve the quality of CBM-R growth estimates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01