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ERIC Number: ED453527
Record Type: Non-Journal
Publication Date: 2001-Apr-21
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Establishing Curriculum-Based Measurement Oral Reading Fluency Performance Standards To Predict Success on Local and State Tests of Reading Achievement.
Sibley, Donald; Biwer, Deb; Hesch, Amy
Curriculum-based assessment (CBA) and curriculum-based measurement (CBM) procedures are increasingly being utilized to assess student academic skills for educational decision-making, including screening, progress monitoring, entitlement and intervention planning. At the same time, school districts are increasingly compelled to administer local and state standardized achievement tests to gather student performance data. Although the broad purpose of each assessment is the same--measure student performance within the instructional curriculum--there is usually very little understanding of the relationship between the assessment processes. With the media attention focused on local achievement test scores, little attention has been given to the role that CBM can have in predicting student performance on state and local achievement tests. Specifically, there have been relatively few attempts to establish CBM benchmarks--performance levels that can predict success on the local standardized assessment. Recent research to establish curriculum-based oral reading fluency benchmarks has been done in the states of Oregon and Alaska. The primary purpose of this study is to analyze data collected in a suburban school district in northeastern Illinois to evaluate the linkage between established CBM reading fluency benchmarks and state and local district standardized reading achievement in grades three through five. A secondary purpose of this study is to examine the predictive validity of CBM oral reading fluency relative to state and local reading assessments. Results of predictive validity studies demonstrate strong predictive validity for CBM Oral Reading Fluency measures relative to student performance on state and local standardized achievement tests. Analysis of the linkage between established oral reading fluency benchmarks and state and local assessment in Illinois demonstrates high utility for oral reading fluency benchmarks established in other states. Finally, this study suggests oral fluency benchmarks for fourth grade reading fluency that are linked to fifth grade high stakes achievement test performance. Contains 14 references, and 3 tables and 4 figures of data. (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A