The purpose of this study was to extend evaluation of rater accuracy using "Direct Behavior Rating--Single-Item Scales" (DBR-SIS). Extension of prior research was accomplished through use of criterion ratings derived from both systematic direct observation and expert DBR-SIS scores, and also through control of the durations over which…

Curriculum-based measurement of oral reading (CBM-R) is used to index the level and rate of student growth across the academic year. The method is frequently used to set student goals and monitor student progress. This study examined the diagnostic accuracy and quality of growth estimates derived from pre-post measurement using CBM-R data. A…

The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned…

Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from "Curriculum-Based Measurement of Oral Reading" (CBM-R) and "Maze Reading" (CBM-mR). Participants were 1,528 students from Grades 3 to 8.…

This article reviews the "Developmental Reading Assessment--Second Edition" (DRA2), a teacher-administered assessment that identifies students' instructional level, along with their strengths and weaknesses in reading. Once teachers calculate and interpret scores, the data can purportedly be used to inform, and possibly individualize, instruction.…

To make valid decisions about intervention effectiveness in a tiered intervention system, it is essential to formatively assess treatment integrity along with student outcomes. Despite significant advances in technologies for ongoing assessment of student outcomes, research regarding treatment integrity assessment has not shared the same progress…

Direct Behavior Rating (DBR) is a method of social--emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future…

Ratings scales are a common component of many multisource, multimethod frameworks for socioemotional and behavior assessment of children. There is a modest literature base to support the use of attitudinal, behavioral, and personality rating scales. Much of that historic literature focuses on the characteristics and interpretations of specific…

Curriculum-based measurement of mathematics (CBM-M) comprises a set of procedures and instrumentation to assess the level and trend of student achievement in early mathematics. The purpose of this article is to review the recent research and psychometric evidence for CBM-M. Although recent developments in CBM-M include procedures to assess early…