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ERIC Number: ED318152
Record Type: Non-Journal
Publication Date: 1989-Jan
Pages: 37
Abstractor: N/A
Reference Count: N/A
Criterion Validity of Curriculum Based Assessment and Correlation with Teacher Ratings and ITBS Scores. A Research Project of the Iowa Learning Disabilities Research Consortium.
Schendel, Julie; Binder-Reschly, Marilyn
This study examined the criterion validity of curriculum-based measurement (CBM) reading measures in three ways: the relationship between CBM performance and teacher perceptions of student academic functioning; relationship between CBM scores and reading performance on a group achievement test; and the ability of CBM to differentiate between regular education, Chapter 1, and mildly handicapped students. Iowa students (N=1,223) in grades one through eight were used as a testing sample. Results found several non-traditional assessment tools to be effective predictors of current reading group instruction. Reading scores on the Iowa Test of Basic Skills, CBM reading probes, and a teacher rating scale were able to stratify the sample into Chapter 1, resource room, or regular education reading groups with 76% accuracy. These techniques are seen as less time-consuming for special education support personnel and readily applicable for use in program planning and implementation. Includes 24 references. (PB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Iowa State Dept. of Education, Des Moines. Bureau of Special Education.
Identifiers - Location: Iowa