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ERIC Number: EJ800980
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-1539-4352
Evaluating Curriculum-Based Measurement from a Behavioral Assessment Perspective
Ardoin, Scott P.; Roof, Claire M.; Klubnick, Cynthia; Carfolite, Jessica
Behavior Analyst Today, v9 n1 p36-49 2008
Curriculum-based measurement Reading (CBM-R) is an assessment procedure used to evaluate students' relative performance compared to peers and to evaluate their growth in reading. Within the response to intervention (RtI) model, CBM-R data are plotted in time series fashion as a means modeling individual students' response to varying levels of instruction and the interpretation of these data is used as a source of information for making special education eligibility decisions. While substantial evidence exist demonstrating the reliability and validity of CBM-R procedures from a classical test theory (CTT) perspective, little evidence exist demonstrating the quality of CBM-R from a behavioral assessment perspective. This paper discusses (a) the necessity of evaluating CBM-R from a behavioral assessment perspective and (b) those studies which have evaluated CBM-R from a perspective other CTT, and (c) recommendations for future research.
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Diagnostic Reading Test; Woodcock Reading Mastery Test