Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

Autor/inn/en	Conoyer, Sarah J.; Goran, Lisa; Allen, Abigail A.; Hoffman, Katie E.
Titel	Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom
Quelle	In: Assessment for Effective Intervention, 45 (2020) 4, S.311-320 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418818883
Schlagwörter	Curriculum Based Assessment; Formative Evaluation; Student Evaluation; Test Reliability; Introductory Courses; Special Education; Preservice Teacher Education; Preservice Teachers; Vocabulary Development; Progress Monitoring + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testreliabilität; Einführungskurs; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Wortschatzarbeit
Abstract	The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r = 0.49) compared to the mean of two weekly forms (r = 0.65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01