Applied Curriculum-Based Measurement as a Predictor of High-Stakes Assessment: Implications for Researchers and Teachers

Autor/inn/en	Nese, Joseph F. T.; Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald
Titel	Applied Curriculum-Based Measurement as a Predictor of High-Stakes Assessment: Implications for Researchers and Teachers
Quelle	In: Elementary School Journal, 111 (2011) 4, S.608-624 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/659034
Schlagwörter	Response to Intervention; Curriculum Based Assessment; Reading Tests; Evidence; Measures (Individuals); Benchmarking; Measurement; State Programs; Reading Fluency; Grade 4; Grade 5; Cutting Scores; Computer Assisted Testing; Predictive Validity; Test Validity + Suchen Sie Ihr Suchwort? Lesetest; Evidenz; Messdaten; Messverfahren; Regierungsprogramm; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Testvalidität
Abstract	As part of a Response to Intervention (RTI) model, curriculum-based measurement (CBM) is an evidence-based assessment system that uses screening and formative assessments to help guide instruction. The two primary purposes of this study are to examine the relations between the easyCBM benchmark measures and a statewide large-scale assessment and to establish the optimal cut scores for the CBM measures. The easyCBM benchmark measures are used in 13 states through an online assessment system designed for use in an RTI context. Utility of the assessment system is examined through evidence related to predictive and systemic validity evidence. Included are a regression and a receiver operating characteristics (ROC) analysis of the relation between the benchmark assessments and a statewide large-scale reading test using a sample of approximately 3,600 students in grades 4 and 5. Results indicate strong concurrent validity and show the vocabulary measure as a robust predictor across grades. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10