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Download full textPark, Bitnara Jasmine; Anderson, Daniel; Alonzo, Julie; Lai, Cheng-Fei; Tindal, Gerald – Behavioral Research and Teaching, 2012
This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…
Descriptors: Test Reliability, Generalizability Theory, Curriculum Based Assessment, Reading Tests
Peer reviewed
Direct linkMercer, Sterett H.; Dufrene, Brad A.; Zoder-Martell, Kimberly; Harpole, Lauren Lestremau; Mitchell, Rachel R.; Blaze, John T. – Assessment for Effective Intervention, 2012
Despite growing use of CBM Maze in universal screening and research, little information is available regarding the number of CBM Maze probes needed for reliable decisions. The current study extends existing research on the technical adequacy of CBM Maze by investigating the number of probes and assessment durations (1-3 min) needed for reliable…
Descriptors: Generalizability Theory, Curriculum Based Assessment, Reading Tests, Cloze Procedure
Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Journal of Psychoeducational Assessment, 2005
Generalizability (G) theory was used with a sample of 37 third-grade students to assess the variability in words correct per minute (WCPM) scores caused by student skill and passage variability. Reliability-like coefficients and the SEM based on a specific number of assessments using different combinations of passages demonstrated how manipulating…
Descriptors: Generalizability Theory, Curriculum Based Assessment, Error of Measurement, Reliability
