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Direct linkHosp, John L.; Ford, Jeremy W.; Huddle, Sally M.; Hensley, Kiersten K. – Assessment for Effective Intervention, 2018
Replication is a foundation of the development of a knowledge base in an evidence-based field such as education. This study includes two direct replications of Hosp, Hensley, Huddle, and Ford which found evidence of criterion-related validity of curriculum-based measurement (CBM) for reading and mathematics with postsecondary students with…
Descriptors: Replication (Evaluation), Evaluation Research, Curriculum Based Assessment, Developmental Disabilities
Hosp, John L.; Hensley, Kiersten; Huddle, Sally M.; Ford, Jeremy W. – Remedial and Special Education, 2014
The purpose of this study was to provide preliminary evidence of the criterion-related validity of curriculum-based measurement (CBM) for reading, mathematics, and written expression with postsecondary students with intellectual and developmental disabilities (ID). The participants included 41 postsecondary students with ID enrolled in a 2-year…
Descriptors: Curriculum Based Assessment, Validity, Pervasive Developmental Disorders, Mental Retardation
