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ERIC Number: EJ954695
Record Type: Journal
Publication Date: 2011-Sep
Pages: 24
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1937-6928
Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators
Forster, Natalie; Souvignier, Elmar
Learning Disabilities: A Contemporary Journal, v9 n2 p65-88 Sep 2011
The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To examine the construct validity, group-administered standardized achievement tests of reading, mathematics, and intelligence were applied. Results indicate that the technical adequacy of the concept is comparable to that of established measures of reading progress. In addition, the new assessment tool provides differentiated diagnostic information about single components of reading proficiency and directly assesses higher processes of comprehension. Benefits of a multidimensional measurement of reading progress for students with special educational needs are discussed. (Contains 6 tables and 2 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany