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Showing 1 to 15 of 60 results
Peer reviewed
Direct linkMethe, Scott A.; Briesch, Amy M.; Hulac, David – Assessment for Effective Intervention, 2015
At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating…
Descriptors: Measurement Techniques, Error of Measurement, Mathematics Curriculum, Curriculum Based Assessment
Keller-Margulis, Milena A.; Mercer, Sterett H.; Shapiro, Edward S. – Assessment for Effective Intervention, 2014
Recent research on annual growth measured using curriculum-based measurement (CBM) indicates that growth may not be linear across the year and instead varies across semesters. Numerous studies in reading have confirmed this phenomenon with only one study of math computation yielding a similar finding. This study further investigated the presence…
Descriptors: Mathematics Curriculum, Benchmarking, Curriculum Based Assessment, Mathematics Achievement
Chung, Siuman; Espin, Christine A. – Assessment for Effective Intervention, 2013
The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Secondary School Students, Second Language Learning
Mooney, Paul; McCarter, Kevin S.; Russo, Robert J., Jr.; Blackwood, Danielle L. – Assessment for Effective Intervention, 2013
The purpose of this study was to evaluate technical adequacy features of an online adaptation of vocabulary matching known as critical content monitoring. Validity and reliability studies were conducted with a sample of 106 students from one school in fifth-grade science content. Participants were administered 20 parallel forms of the general…
Descriptors: Elementary School Students, Grade 5, Elementary School Science, Vocabulary
Beyers, Sarah J.; Lembke, Erica S.; Curs, Bradley – Assessment for Effective Intervention, 2013
This study examined the technical adequacy of vocabulary-matching curriculum-based measurement (CBM) to identify and monitor the progress of 148 middle school students in social studies. In addition, the effectiveness of a reading comprehension intervention, Collaborative Strategic Reading (Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001),…
Descriptors: Social Studies, Progress Monitoring, Curriculum Based Assessment, Middle School Students
Johnson, Evelyn S.; Semmelroth, Carrie; Allison, Jennifer; Fritsch, Teresa – Assessment for Effective Intervention, 2013
The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science…
Descriptors: Middle School Students, Grade 7, Curriculum Based Assessment, Cloze Procedure
Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A. – Assessment for Effective Intervention, 2013
The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min…
Descriptors: Curriculum Based Assessment, Vocabulary, Secondary School Science, Content Area Reading
Johnson, Evelyn S.; Galow, Patricia A.; Allenger, Robert – Assessment for Effective Intervention, 2013
This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time…
Descriptors: Algebra, Decision Making, Mathematics Instruction, Middle Schools
Kamata, Akihito; Nese, Joseph F. T.; Patarapichayatham, Chalie; Lai, Cheng-Fei – Assessment for Effective Intervention, 2013
The purpose of this article is to demonstrate ways to model nonlinear growth using three testing occasions. We demonstrate our growth models in the context of curriculum-based measurement using the fall, winter, and spring passage reading fluency benchmark assessments. We present a brief technical overview that includes the limitations of a growth…
Descriptors: Individual Differences, Reading Fluency, Curriculum Based Assessment, Correlation
Stoolmiller, Michael; Biancarosa, Gina; Fien, Hank – Assessment for Effective Intervention, 2013
Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence,…
Descriptors: School Personnel, Reading Fluency, Emergent Literacy, Psychometrics
Christ, Theodore J.; Monaghen, Barbara D.; Zopluoglu, Cengiz; Van Norman, Ethan R. – Assessment for Effective Intervention, 2013
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…
Descriptors: Accuracy, Teaching Methods, Computation, Methods
Petscher, Yaacov; Cummings, Kelli Dawn; Biancarosa, Gina; Fien, Hank – Assessment for Effective Intervention, 2013
The purpose of this article is to provide a commentary on the current state of several measurement issues pertaining to curriculum-based measures of reading (R-CBM). We begin by providing an overview of the utility of R-CBM, followed by a presentation of five specific measurements considerations: (a) the reliability of R-CBM oral reading fluency…
Descriptors: Measurement, Reading Fluency, Curriculum Based Assessment, Error of Measurement
Bias Using Maze to Predict High-Stakes Test Performance among Hispanic and Spanish-Speaking Students
Richardson, Robert D.; Hawken, Leanne S.; Kircher, John – Assessment for Effective Intervention, 2012
Universal screening using curriculum-based measures allows educators to detect students who may be in need of instructional interventions. Curriculum-based measures, such as oral reading fluency and Maze, are effective at accurately and efficiently identifying reading proficiency levels for overall school populations. Nevertheless, little is…
Descriptors: Curriculum Based Assessment, Cloze Procedure, Multiple Choice Tests, Reading Tests
Mercer, Sterett H.; Dufrene, Brad A.; Zoder-Martell, Kimberly; Harpole, Lauren Lestremau; Mitchell, Rachel R.; Blaze, John T. – Assessment for Effective Intervention, 2012
Despite growing use of CBM Maze in universal screening and research, little information is available regarding the number of CBM Maze probes needed for reliable decisions. The current study extends existing research on the technical adequacy of CBM Maze by investigating the number of probes and assessment durations (1-3 min) needed for reliable…
Descriptors: Generalizability Theory, Curriculum Based Assessment, Reading Tests, Cloze Procedure
Yeo, Seungsoo; Fearrington, Jamie Y.; Christ, Theodore J. – Assessment for Effective Intervention, 2012
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.…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Tests, Cloze Procedure
