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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
Solis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Steinle, Paul K.; Miller, Veronica L.; Vaughn, Sharon – Grantee Submission, 2021
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…
Descriptors: Vocabulary Development, Reading Comprehension, Reading Material Selection, Reader Text Relationship
Lee, Young-Sun; Lembke, Erica – ZDM: The International Journal on Mathematics Education, 2016
The present study examined the technical adequacy of curriculum-based measurement (CBM) measure of early numeracy for kindergarten through third grade students. Our CBM measures were developed to reflect broad and theoretically derived categories of mathematical thinking: quick retrieval, written computation, and number sense. The mastery of these…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Numeracy, Kindergarten
Hampton, David D.; Lembke, Erica S.; Lee, Young-Sun; Pappas, Sandra; Chiong, Cynthia; Ginsburg, Herbert P. – Assessment for Effective Intervention, 2012
The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some…
Descriptors: Numeracy, Mathematics Tests, Curriculum Based Assessment, Kindergarten
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
Coker, David L., Jr.; Ritchey, Kristen D. – Exceptional Children, 2010
Despite the growing body of research on writing assessment, little attention has been devoted to developing and validating measures for beginning writers. This study examined the technical adequacy of a Sentence Writing measure with 233 students in kindergarten and first grade. The reliability, validity, and sensitivity to growth were investigated…
Descriptors: Writing Evaluation, Curriculum Based Assessment, Writing Tests, Test Validity
Ticha, Renata; Espin, Christine A.; Wayman, Miya Miura – Learning Disabilities Research & Practice, 2009
The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock-Johnson III…
Descriptors: Curriculum Based Assessment, State Standards, Validity, Grade 8
Colon, Elayne Proesel; Kranzler, John H. – Journal of Psychoeducational Assessment, 2006
The aim of this study was to investigate the effect of instructions of curriculum-based measurement (CBM) of reading on (a) the number of words read correctly and incorrectly per minute and (b) the relationship between CBM reading and reading achievement. Results indicated that the specific instructions used have a significant impact on CBM…
Descriptors: Curriculum Based Assessment, Reading Achievement, Test Content, Elementary School Students
James E. Connell Jr. – ProQuest LLC, 2005
Curriculum-based measurement (CBM) is a well established tool for formative assessment. CBM has also been used for prediction of state test scores. However, validity coefficients between math-CBM and state tests have been moderate at best (Skiba, Magnusson, Martson, and Erickson, 1986; Martson, 1989; Putnam, 1989). The purpose of the present…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Mathematics Tests, Mathematics Achievement
