ERIC Number: EJ695622
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Curriculum-Based Measurement in the Content Areas: Vocabulary Matching as an Indicator of Progress in Social Studies Learning
Espin, Christine A.; Shin, Jongho; Busch, Todd W.
Journal of Learning Disabilities, v38 n4 p353 Jul-Aug 2005
The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the "Iowa Test of Basic Skills" (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms.
Descriptors: Program Effectiveness, Validity, Social Studies, Curriculum Based Assessment, Learning Disabilities
PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Authoring Institution: N/A
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills