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Anderson, Daniel; Kahn, Joshua D.; Tindal, Gerald – Applied Measurement in Education, 2017

Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents' location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in…

Descriptors: Robustness (Statistics), Item Response Theory, Mathematics Tests, Grade 6

Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012

The easyCBM© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between…

Descriptors: Curriculum Based Assessment, Mathematics Tests, Validity, Academic Standards

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012

The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10…

Descriptors: Curriculum Based Assessment, Mathematics Tests, Academic Standards, State Standards

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012

In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of…

Descriptors: Curriculum Based Assessment, Mathematics Tests, Academic Standards, State Standards

Anderson, Daniel; Irvin, P. Shawn; Patarapichayatham, Chalie; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012

In the following technical report, we describe the development and scaling of the easyCBM CCSS middle school mathematics measures, designed for use within a response to intervention framework. All items were developed in collaboration with experienced middle school mathematics teachers and were written to align with the Common Core State…

Descriptors: Curriculum Based Assessment, Middle Schools, Mathematics, Mathematics Tests

A Cross-Validation of easyCBM[R] Mathematics Cut Scores in Oregon: 2009-2010. Technical Report #1104

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

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

Anderson, Daniel; Tindal, Gerald; Alonzo, Julie – Behavioral Research and Teaching, 2009

We developed alternate forms of a math test for use in both screening students at risk of failure and monitoring their progress over time. In this technical report, we present results of the screener, used in the fall of 2009. The 48-item test was aligned to the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Point Standards…

Descriptors: Test Reliability, Mathematics Tests, At Risk Students, Screening Tests