ERIC Number: ED212662
Record Type: Non-Journal
Publication Date: 1981-Aug
Reference Count: N/A
The Relationship between Curriculum-Based Mastery Measures and Standardized Achievement Tests in Reading.
Fuchs, Lynn; Deno, Stanley
The edumetric adequacy of curriculum-based reading measures were examined for two basal reading programs. On the basis of reading aloud performance, 91 elementary students were assigned seven instructional placement scores within each basal series. Students also were measured on standardized reading achievement tests. Generally, correlations between instructional scores within each series and performance on standardized tests were high and similar, providing evidence that the curriculum-based reading measures are valid with respect to technically adequate standardized tests; however, validity was dependent on the placement criteria employed. Additional analysis revealed other important edumetric effects of using different placement criteria. The technical adequacy of curriculum-based reading measurement is discussed along with recommendations for developing instructionally useful measurement procedures. (Author)
Descriptors: Basal Reading, Elementary Education, Learning Disabilities, Oral Reading, Reading Achievement, Reading Tests, Standardized Tests, Student Placement, Test Validity, Testing
Editor, IRLD, 350 Elliott Hall, 75 East River Road, University of Minnesota, Minneapolis, MN 55455 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.