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ERIC Number: EJ806489
Record Type: Journal
Publication Date: 2005-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0734-2829
Formative Assessment Using CBM-R Cut Scores to Track Progress toward Success on State-Mandated Achievement Tests: A Comparison of Methods
Silberglitt, Benjamin; Hintze, John
Journal of Psychoeducational Assessment, v23 n4 p304-325 Dec 2005
This study outlines a formative assessment system using a consistent set of cut scores on Curriculum-Based Measurement-Reading (CBM-R) probes and investigates four statistical methods for establishing cut scores. Cut scores were established using the Minnesota statewide achievement test in reading at grade 3 as the criterion for a successful outcome. Participants were 2,191 students from five districts in rural and outer-ring suburban east central Minnesota, each of whom completed the statewide achievement test in reading and also CBM-R probes between grade 1 and grade 3. This study examined the relationship between CBM-R and the state test and compared the utility and accuracy of each of four statistical methods for establishing cut scores. Receiver Operating Characteristic (ROC) curve analysis provided the most flexibility in establishing desired levels of diagnostic accuracy (i.e., sensitivity, specificity, positive predictive power, and negative predictive power). The benefits of a set of consistent cut scores for use within a response to intervention (RTI) framework are discussed. (Contains 5 tables and 7 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
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: Australia; Minnesota; Oregon
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Minnesota Comprehensive Assessment