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Guerreiro, Meg; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2014
This technical report documents findings from a study of the internal consistency and split-half reliability of the easyCBM© CCSS Reading measures, grades 3-8. Data, drawn from an extant data set gathered in school year 2013-2014, include scores from over 150,000 students' fall and winter benchmark assessments. Findings suggest that the easyCBM©…
Descriptors: Curriculum Based Assessment, Reading Tests, Grade 3, Grade 4
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in Oregon. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Oregon state test was used as the…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Cutting Scores, Validity
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test.…
Descriptors: Curriculum Based Assessment, Reading Tests, Predictive Validity, Formative Evaluation
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test.…
Descriptors: Reading Tests, Curriculum Based Assessment, Student Evaluation, Formative Evaluation
Saven, Jessica L.; Tindal, Gerald; Irvin, P. Shawn; Farley, Dan; Alonzo, Julie – Behavioral Research and Teaching, 2014
Previous norms for the easyCBM assessment system were computed using scores from all students who took each measure for every grade and benchmark season (fall, winter, and spring). During the 2013-­14 school year, new national norms were developed to more accurately (proportionately) represent reading and mathematics performance by two variables:…
Descriptors: Curriculum Based Assessment, Test Norms, Geographic Regions, Sex
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency statistics using a sample…
Descriptors: Efficiency, Curriculum Based Assessment, Mathematics Tests, Formative Evaluation
Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Jamgochian, Elisa M.; Kamata, Akihito; Saez, Leilani; Park, Bitnara J.; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Test Reliability, Test Validity
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Formative Evaluation, Student Evaluation
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
The easyCBM[R] assessment system is an online benchmark and progress monitoring assessment system designed for use within a response to intervention framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency…
Descriptors: Efficiency, Curriculum Based Assessment, Mathematics Tests, Cutting Scores
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
easyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would be predicted to not pass the state test. Previous…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Formative Evaluation, Student Evaluation
Tindal, Gerald; Nese, Joseph F.; Alonzo, Julie – Behavioral Research and Teaching, 2009
All students from grades 3 through 8 were tested in the fall, winter, and spring of 2009 on passage reading fluency (PRF) measures from easyCBM [R]. Student characteristics were analyzed for influence on reading growth. The results showed the negative effects from being a male or a student of color, coming from an economically disadvantaged…
Descriptors: Reading Tests, Reading Fluency, Student Characteristics, Regression (Statistics)
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report presents an overview of a reading assessment used by a large school district in the Pacific Northwest. It provides sufficient background information to enable those unfamiliar with the assessment to understand the various subtests that comprise it as well as its development and application in the district for making…
Descriptors: Reading Tests, Educational Assessment, School Districts, Item Response Theory