Formative Assessment Using CBM-R Cut Scores to Track Progress toward Success on State-Mandated Achievement Tests: A Comparison of Methods

Autor/inn/en	Silberglitt, Benjamin; Hintze, John
Titel	Formative Assessment Using CBM-R Cut Scores to Track Progress toward Success on State-Mandated Achievement Tests: A Comparison of Methods
Quelle	In: Journal of Psychoeducational Assessment, 23 (2005) 4, S.304-325 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/073428290502300402
Schlagwörter	Curriculum Based Assessment; Formative Evaluation; Achievement Tests; Program Effectiveness; Cutting Scores; Grade 3; Grade 1; Reading Achievement; Intervention; Reading Comprehension; Evaluation Methods; Comparative Analysis; Reading Fluency; Psychoeducational Methods; Australia; Minnesota; Oregon; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 03; 3. Schuljahr; Schuljahr 03; School year 01; 1. Schuljahr; Schuljahr 01; Leseleistung; Leseverstehen; Australien
Abstract	This study outlines a formative assessment system using a consistent set of cut scores on Curriculum-Based Measurement-Reading (CBM-R) probes and investigates four statistical methods for establishing cut scores. Cut scores were established using the Minnesota statewide achievement test in reading at grade 3 as the criterion for a successful outcome. Participants were 2,191 students from five districts in rural and outer-ring suburban east central Minnesota, each of whom completed the statewide achievement test in reading and also CBM-R probes between grade 1 and grade 3. This study examined the relationship between CBM-R and the state test and compared the utility and accuracy of each of four statistical methods for establishing cut scores. Receiver Operating Characteristic (ROC) curve analysis provided the most flexibility in establishing desired levels of diagnostic accuracy (i.e., sensitivity, specificity, positive predictive power, and negative predictive power). The benefits of a set of consistent cut scores for use within a response to intervention (RTI) framework are discussed. (Contains 5 tables and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10