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ERIC Number: ED545270
Record Type: Non-Journal
Publication Date: 2012
Pages: 75
Abstractor: As Provided
Reference Count: 4
ISBN: N/A
ISSN: N/A
The Alignment of the easyCBM Grades 3-5 Math Measures to the Common Core Standards. Technical Report #1229
Park, Bitnara Jasmine; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 3-5 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level domains and standards. These results serve as the basis for assessment development in school year 2012-2013 to address gaps in alignment between easyCBM® and the CCSS. The following are appended: (1) Participants; (2) Alignment by Item; and (3) Alignment by Standard.
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education; Primary Education; Early Childhood Education; Intermediate Grades; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
IES Funded: Yes
IES Grant or Contract Numbers: R324A100026; R324A70188