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Translating Research into Practice: Preservice Teachers' Beliefs about Curriculum-based Measurement.
Peer reviewed Peer reviewed
Foegen, Anne; Espin, Christine A.; Allinder, Rose M.; Markell, Marc A. – Journal of Special Education, 2001
Forty-four preservice teachers viewed one of two videotaped presentations on curriculum-based measurement (CBM), stressing either statistical or anecdotal information to support CBM's validity and utility. Results revealed no effects for presentation format but, in general, participants' beliefs were more positive about the utility of CBM than…
Descriptors: Curriculum Based Assessment, Disabilities, Elementary Secondary Education, Postsecondary Education
Validity of General Outcome Measures for Predicting Secondary Students' Performance on Content-Area Tasks.
Peer reviewed Peer reviewed
Espin, Christine A.; Foegen, Anne – Exceptional Children, 1996
This study investigated the validity of 3 curriculum-based measures for predicting the performance of 184 secondary students (including 13 with mild disabilities) on content-area tasks. Reliable correlations were found between oral reading, maze, and vocabulary measures; and students' performance on comprehension, acquisition, and retention of…
Descriptors: Academic Achievement, Content Area Reading, Curriculum Based Assessment, Memory
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