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ERIC Number: EJ793268
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: Author
Reference Count: 32
ISSN: ISSN-1534-5084
Age as a Predictor of Acquisition Rates as Measured by Curriculum-Based Assessment: Evidence of Consistency with Cognitive Research
Burns, Matthew K.
Assessment for Effective Intervention, v29 n2 p31-38 2004
It has been suggested that in order to truly understand student achievement, data must be collected with an assessment tool that includes a measure of performance, is psychometrically sound, and is consistent with cognitive psychology. Curriculum-based assessment for instructional design (CBA-ID) is presented as an assessment model that addresses those three criteria. The current article expands the literature on behavioral and psychometric components of CBA-ID by asking if age is a predictor of CBA-ID acquisition rate data, which allowed for a comparison between CBA-ID and memory research. The acquisition rates of 91 first-, third-, and fifth-grade students were obtained and correlated with their respective ages. Age was found to be a significant predictor of acquisition rates for the total sample and for students in grades 1 and 3, but not for students in grade 5. A comparison of corrected coefficients suggested qualitative differences between younger and older children, which was consistent with results of previous memory research, thus supporting the consistency of CBA-ID with research from cognitive psychology. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan