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Curriculum-Based Measures of Beginning Writing: Technical Features of the Slope
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McMaster, Kristen L.; Du, Xiaoqing; Yeo, Seungsoo; Deno, Stanley L.; Parker, David; Ellis, Troy – Exceptional Children, 2011
This study examined technical features of slopes produced from curriculum-based measures (CBM) of beginning writing. Eighty-five first-graders completed weekly sentence copy, picture-word, and story prompts for 12 weeks. After 12 weeks, testing revealed alternate-form reliability and criterion validity of CBM scores generally similar to those…
Descriptors: Beginning Writing, Curriculum Based Assessment, Validity, Reliability
Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance: Are Simple One-Minute Measures Technically Adequate?
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Jiban, Cynthia L.; Deno, Stanley L. – Assessment for Effective Intervention, 2007
This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new "cloze" math facts measure, designed to require deeper…
Descriptors: Curriculum Based Assessment, State Standards, Predictive Validity, Mathematics Tests
Curriculum-Based Measures: Development and Perspectives.
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Deno, Stanley L. – Assessment for Effective Intervention, 2003
This article provides a brief history of curriculum-based measurement (CBM), clarifies its relationship to curriculum-based assessment, summarizes the primary features of CBM, and gives a rationale for its design. Extensions of CBM to new research domains are identified, and a perspective is provided in the place of CBM in the broader context of…
Descriptors: Curriculum Based Assessment, Disabilities, Educational Assessment, Elementary Secondary Education
Use of Hierarchical Linear Modeling and Curriculum-Based Measurement for Assessing Academic Growth and Instructional Factors for Students with Learning Difficulties
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Shin, Jongho; Espin, Christine A.; Deno, Stanley L.; McConnell, Scott – Asia Pacific Education Review, 2004
The main purpose of this paper is to demonstrate how to apply the Hierarchical Linear Modeling (HLM) technique to multi-wave Curriculum-Based Measurement (CBM) measures in modeling academic growth and assessing its relations to student-and instruction-related variables. HLM has advantages over other statistical methods (e.g., repeated measures…
Descriptors: Skill Development, Psychometrics, Learning Problems, Educational Practices
Identifying Indicators of Written Expression Proficiency for Middle School Students.
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Espin, Christine; Shin, Jongho; Deno, Stanley L.; Skare, Stacy; Robinson, Steven; Benner, Barb – Journal of Special Education, 2000
A study examined the reliability and validity of curriculum-based measurement indicators in written expression for 112 middle school students. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. (Contains references.)…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Middle School Students, Middle Schools
Must Instructionally Useful Performance Assessment Be Based in the Curriculum?
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Fuchs, Lynn S.; Deno, Stanley L. – Exceptional Children, 1994
This literature review discusses the match between tests and curricula, measurement validity and instructional utility when sampling student performance in general and advantages/disadvantages of sampling performance in the curriculum. It concludes that sampling from the curriculum is not essential and outlines three critical features ensuring the…
Descriptors: Curriculum, Curriculum Based Assessment, Disabilities, Elementary Secondary Education
Technical Adequacy of the Maze Task for Curriculum-based Measurement of Reading Growth.
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Shin, Jongho; Deno, Stanley L.; Espin, Christine – Journal of Special Education, 2000
A study examined the technical adequacy of curriculum-based measurement for assessing growth in 43 second-graders whose reading performance was measured monthly over the school year with the maze task. Results showed that the maze task had good alternate-form reliability, sensitively reflected improvement of student performance, and revealed…
Descriptors: Curriculum Based Assessment, Elementary Education, Evaluation Methods, Grade 2
Curriculum-Based Measures for Secondary Students: Utility and Task Specificity of Text-Based Reading and Vocabulary Measures for Predicting Performance on Content-Area Tasks.
Espin, Christine A.; Deno, Stanley L. – Diagnostique, 1995
This study of 121 10th-grade students investigated the criterion-related validity of 2 potential curriculum-based measurements, reading from text and identifying vocabulary meaning, for predicting student performance on content-area study tasks. Correlational and multiple regression techniques found the vocabulary measure to be the stronger…
Descriptors: Content Area Reading, Curriculum Based Assessment, Evaluation Methods, High School Students