ERIC Number: EJ1133151
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
What Does the CBM-Maze Test Measure?
Muijselaar, Marloes M. L.; Kendeou, Panayiota; de Jong, Peter F.; van den Broek, Paul W.
Scientific Studies of Reading, v21 n2 p120-132 2017
In this study, we identified the code-related (decoding, fluency) and language comprehension (vocabulary, listening comprehension) demands of the CBM-Maze test, a formative assessment, and compared them to those of the Gates-MacGinitie test, a standardized summative assessment. The demands of these reading comprehension tests and their developmental patterns were examined with multigroup structural regression models in a sample of 274 children in Grades 4, 7, and 9. The results showed that the CBM-Maze test relied more on code-related than on language comprehension skills when compared to the Gates-MacGinitie test. These demands were relatively stable across grades.
Descriptors: Curriculum Based Assessment, Cloze Procedure, Reading Tests, Reading Comprehension, Multiple Choice Tests, Formative Evaluation, Summative Evaluation, Comparative Analysis, Standardized Tests, Regression (Statistics), Elementary School Students, Middle School Students, High School Students, Grade 4, Grade 7, Grade 9, Suburban Schools, Achievement Tests, Reading Fluency, Listening Comprehension Tests, Decoding (Reading), Vocabulary, Listening Comprehension, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Grade 4; Intermediate Grades; Grade 7; Grade 9
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Iowa Tests of Basic Skills
IES Funded: Yes
Grant or Contract Numbers: R305G040021