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ERIC Number: ED531920
Record Type: Non-Journal
Publication Date: 2011
Pages: 1519
Abstractor: As Provided
Reference Count: N/A
Diagnostic Efficiency of easyCBM Reading: Oregon. Technical Report #1106
Park, Bitnara Jasmine; Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from three districts in Oregon. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish "true" risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measures to correctly predict student classification (meeting/not meeting standards) on the Oregon state test. Results are presented for both the full sample and for each of seven different subgroups, when n[greater than or equal]50. (Contains 1 figure.)
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
Identifiers - Location: Oregon