Literaturnachweis - Detailanzeige
| Autor/inn/en | LeRoux, Mindy; Zvoch, Keith; Biancarosa, Gina |
|---|---|
| Titel | Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment |
| Quelle | In: Assessment for Effective Intervention, 45 (2020) 4, S.277-287 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Zvoch, Keith) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508418815749 |
| Schlagwörter | Curriculum Based Assessment; Grade Prediction; Grade 8; Standardized Tests; Reading Tests; Reading Fluency; Validity; Student Characteristics; Middle School Students; State Standards; Reading Achievement; Evaluation Methods; Student Evaluation; Oregon |
| Abstract | The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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