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ERIC Number: EJ695622
Record Type: Journal
Publication Date: 2005
Pages: 1
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-2194
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills