Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

Autor/inn/en	Anderson, Daniel; Lai, Cheng-Fei; Alonzo, Julie; Tindal, Gerald
Titel	Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students
Quelle	In: Educational Assessment, 16 (2011) 1, S.15-34 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
Schlagwörter	Curriculum Based Assessment; Alternative Assessment; Learning Disabilities; Legislation; Accountability; Decision Making; Validity; Student Evaluation; Intervention; Mathematics Education; Educational Technology; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Gesetzgebungslehre; Verantwortung; Decision-making; Entscheidungsfindung; Gültigkeit; Schulnote; Studentische Bewertung; Mathematische Bildung; Unterrichtsmedien
Abstract	Students with disabilities participate in two major measurement systems. The Individuals with Disabilities Education Act emphasizes working within a Response to Intervention (RTI) framework to identify and monitor the progress of low-performing students. Persistent low-performing students also may be eligible for some form of an alternate assessment for accountability purposes. Working within these two systems, educators need technically sound measures to inform decision making. This study presents scaling results from a Curriculum Based Measurement tool designed within an RTI framework and specifically for persistently low-performing students. We use the phrase "persistently low-performing students" to refer to a specific group of students who have been identified with a nonsevere learning disability and who perform well below grade-level expectations. Key findings indicate that items appear to function well in the lower tail of the distribution of students' estimated ability level. Further, the distribution of items is positively skewed, resulting in many accessible items that are most informative for low-performing students. Results provide initial validity evidence for the measurements as one source of data for progress monitoring within an RTI framework and the identification of persistent low-performing students who may be eligible for a large-scale assessment option other than the general grade-level assessment. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10