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Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment
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LeRoux, Mindy; Zvoch, Keith; Biancarosa, Gina – Assessment for Effective Intervention, 2020
The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of…
Descriptors: Curriculum Based Assessment, Grade Prediction, Grade 8, Standardized Tests
A Comparison of Two Content Area Curriculum-Based Measurement Tools
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Ford, Jeremy W.; Conoyer, Sarah J.; Lembke, Erica S.; Smith, R. Alex; Hosp, John L. – Assessment for Effective Intervention, 2018
In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Measurement Techniques, Comparative Analysis
New Metrics, Measures, and Uses for Fluency Data: An Introduction to a Special Issue on the Assessment of Reading Fluency
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Biancarosa, Gina; Cummings, Kelli D. – Reading and Writing: An Interdisciplinary Journal, 2015
The primary objective of this special issue is to synthesize results from recent reading fluency research endeavors, and to link these findings to practical uses of reading curriculum-based measurement (R-CBM) tools. Taken together, the manuscripts presented in this issue discuss measurement work related to new metrics of indexing student reading…
Descriptors: Reading Fluency, Student Evaluation, Evaluation Methods, Measurement Techniques
Population Invariance of Linking Functions across Alternate Forms of Curriculum-Based Measures of Math Problem Solving
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Huang, Jia – ProQuest LLC, 2010
\The purpose of this study was to investigate population invariance of the true-score linking functions with respect to the ability subgroups (i.e., average-achieving students, low-achieving students, and students with learning disabilities). The mean/mean linking functions for five alternate forms of a curriculum-based math problem solving…
Descriptors: Curriculum Based Assessment, Learning Disabilities, Problem Solving, Item Response Theory
Putting Algebra Progress Monitoring into Practice: Insights from the Field
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Foegen, Anne; Morrison, Candee – Intervention in School and Clinic, 2010
Algebra progress monitoring is a research-based practice that extends a long history of research in curriculum-based measurement (CBM). This article describes the theoretical foundations and research evidence for algebra progress monitoring, along with critical features of the practice. A detailed description of one practitioner's implementation…
Descriptors: Curriculum Based Assessment, Algebra, Mathematics Education, Intervention
Application of Algebra Curriculum-Based Measurements for Decision Making in Middle and High School
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Johnson, Evelyn S.; Galow, Patricia A.; Allenger, Robert – Assessment for Effective Intervention, 2013
This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time…
Descriptors: Algebra, Decision Making, Mathematics Instruction, Middle Schools