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A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency among Second-Grade Students
Peer reviewed
Direct linkHier, Bridget O.; January, Stacy-Ann A.; Van Norman, Ethan R. – School Psychology Review, 2020
This study examined the effect of progress monitoring frequency and scoring metric on curriculum-based measurement of written expression (CBM-WE) progress monitoring estimates. The writing progress of 116 second-grade students receiving a classwide writing fluency intervention in their general education classrooms was monitored across 13 weeks…
Descriptors: Curriculum Based Assessment, Writing Tests, Progress Monitoring, Grade 2
Van Norman, Ethan R.; Ysseldyke, James E. – School Psychology Review, 2020
Within multitiered systems of support, assessment practices that limit the amount of time students miss instruction should be prioritized. At the same time, decisions about student response to intervention need to be based upon technically adequate data. We evaluated the impact of data collection frequency and trend estimation method on the…
Descriptors: Data Collection, Adaptive Testing, Computer Assisted Testing, Computation
Salaschek, Martin; Souvignier, Elmar – Journal of Psychoeducational Assessment, 2014
We examined a web-based mathematics progress monitoring tool for second graders. The tool monitors the learning progress of two competences, number sense and computation. A total of 414 students from 19 classrooms in Germany were checked every 3 weeks from fall to spring. Correlational analyses indicate that alternate-form reliability was adequate…
Descriptors: Grade 2, Elementary School Mathematics, Elementary School Students, Educational Technology
