Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor students' progress and determine the need for instructional adaptations. Jenkins and colleagues examined the accuracy and timeliness of six different schedules of CBM progress monitoring (PM). The authors found that weekly and…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmark-level), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmarklevel), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, but comparative research on how often and why teachers use different types of data is scarce. The Nebraska Department of Education identifies summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data as key measures of student learning. The department…

These are the appendixes for the report, "How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data." This document presents additional information about the study topic: teachers' data use. It begins with a description of the conceptual framework and supporting literature for the scales in the Teacher Data Use Survey…

One consideration for selecting progress monitoring tools is the reliability in which the instrument measures student response to instruction. Researchers and vendors establish reliability of growth using two analytic methods: (a) calculating slopes to even and odd observations for each student and correlating the resulting slopes (split-half),…

This quantitative study investigated current data-based instructional decision-making (DBIDM) practices of K-3 general education teachers implementing a MTSS/RTI model to address students' academic needs. A thirty-item electronic survey was designed to examine and measure aspects of K-3 general education teachers' formative data use and…

This article presents the Center for Pedagogical Measurements' experience of assessment procedures transformative challenge when the COVID-19 was unfolding across the world and when there was no ready scenario that could guide online instruction and assessment as well. The authors of the article have provided the cases of adaptive responses and…

Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in reading in kindergarten through Grade 3. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and…

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…

Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in mathematics in kindergarten through Grade 8. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and…

Direct Behavior Rating-Single Item Scales (DBR-SIS) have been advanced as a promising, systematic, behavioral, progress-monitoring method that is flexible, efficient, and defensible. This study aimed to extend existing literature on the use of DBR-SIS in elementary and secondary settings, and to examine methods of monitoring student progress in…

The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…