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Autor/inn/enGood, Roland H., III; Powell-Smith, Kelly A.; Abbott, Mary; Dewey, Elizabeth N.; Warnock, Amy N.; VanLoo, Dave
TitelExamining the Association between DIBELS Next® and the SBAC ELA Achievement Standard
QuelleIn: Contemporary School Psychology, 23 (2019) 3, S.258-269 (12 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2159-2020
DOI10.1007/s40688-018-0190-1
SchlagwörterElementary School Students; Emergent Literacy; Reading Fluency; Reading Tests; Language Arts; Academic Achievement; Academic Standards; Scores; Benchmarking; Common Core State Standards; Predictive Validity; Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
AbstractThis study examined expectations for reading proficiency in the context of Common Core State Standards assessments and how DIBELS Next can inform decisions about student skills relative to these expectations. Data for cohorts of students in grades 3-5 were analyzed to determine the concurrent and predictive validity of the DIBELS Next Composite Score (DCS) relative to outcomes on the Smarter Balanced Assessment Consortium (SBAC) English Language Arts (ELA) achievement standard. We examined the strength of the association between the DIBELS Next Composite Score and the SBAC ELA achievement standard. The percent of students who met or exceeded the grade-level SBAC ELA achievement standard was determined for each DIBELS Next benchmark status category. In addition, the likelihood of meeting or exceeding the SBAC ELA achievement standard given each DIBELS Next Composite Score was determined. Results are discussed with respect to implications for practice and future research. (As Provided).
AnmerkungenSpringer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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