Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Assessment for Effective… | 3 |
Author
| Bulut, Okan | 1 |
| Butterfuss, Reese | 1 |
| Clemens, Nathan H. | 1 |
| Emily R. Forcht | 1 |
| Ethan R. Van Norman | 1 |
| Greene, Emily A. | 1 |
| Henri, Maria A. | 1 |
| Hsiao, Yu-Yu | 1 |
| Kendeou, Panayiota | 1 |
| Kim, Jasmine | 1 |
| Kwok, Oi-man | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Gates MacGinitie Reading Tests | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkEthan R. Van Norman; Emily R. Forcht – Assessment for Effective Intervention, 2024
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…
Descriptors: Reading Improvement, Reading Skills, Reading Achievement, Curriculum Based Assessment
Download full textKendeou, Panayiota; McMaster, Kristen L.; Butterfuss, Reese; Kim, Jasmine; Slater, Susan; Bulut, Okan – Assessment for Effective Intervention, 2021
The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in Grades K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and…
Descriptors: Test Construction, Test Validity, Inferences, Computer Assisted Testing
Clemens, Nathan H.; Hsiao, Yu-Yu; Simmons, Leslie E.; Kwok, Oi-man; Greene, Emily A.; Soohoo, Michelle M.; Henri, Maria A.; Luo, Wen; Prickett, Christopher; Rivas, Brenna; Otaiba, Stephanie Al – Assessment for Effective Intervention, 2019
Although several measures are available for monitoring kindergarten reading progress, little research has directly compared them to determine which are superior in predicting year-end reading skills relative to other measures, and how validity may change across the school year as reading skills develop. A sample of 426 kindergarten students who…
Descriptors: Predictive Validity, Kindergarten, Progress Monitoring, Curriculum Based Assessment
