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The Self-Determination Inventory--Student Report: Confirming the Factor Structure of a New Measure
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Shogren, Karrie A.; Little, Todd D.; Grandfield, Elizabeth; Raley, Sheida; Wehmeyer, Michael L.; Lang, Kyle M.; Shaw, Leslie A. – Assessment for Effective Intervention, 2020
The "Self-Determination Inventory--Student Report" (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on…
Descriptors: Self Determination, Personality Measures, Test Validity, Test Reliability
Psychometric Properties of the Texas Primary Reading Inventory for Early Reading Screening in Kindergarten
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Nelson, Jason M. – Assessment for Effective Intervention, 2009
This study investigated the psychometric properties of the kindergarten Texas Primary Reading Inventory (TPRI; Texas Education Agency and the University of Texas System, 2004-2006) Mid-Year screeners with a sample of 180 students. The TPRI screeners were designed to determine which students are not at risk for later reading failure. Results…
Descriptors: Early Reading, Reading Failure, Test Validity, Predictive Validity
Classification Accuracy of EasyCBM First-Grade Mathematics Measures: Findings and Implications for the Field
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Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K. – Assessment for Effective Intervention, 2011
The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and…
Descriptors: Mathematics Curriculum, Predictive Validity, Classification, Mathematics Teachers
Characteristic Reading Behaviors of Poor Readers Who Have Learning Disabilities
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Bryant, Diane P.; Bryant, Brian R.; Hammill, Donald D.; McCray Sorrells, Audrey; Kethley, Caroline I. – Assessment for Effective Intervention, 2004
Most students who receive special education services have significant difficulties with reading. Because teachers are considered the major source of referral for special education services, they must know the characteristic reading behaviors that distinguish students with reading disabilities. The purpose of this study was to validate…
Descriptors: Reading Difficulties, Intervention, Learning Disabilities, Rating Scales
A Comparison of the Spontaneous Writing Quotient of the Test of Written Language (3rd ed.) and Teacher Ratings of Writing Progress.
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Burns, Matthew K.; Symington, Todd – Assessment for Effective Intervention, 2003
A study compared the Spontaneous Writing Quotient (SWQ) of the Test of Writing Language-3 to teacher progress ratings of 147 students (grades 3-5) in the local writing curriculum. Corrected coefficients ranged from .39 to .48, offering only low to moderate support for the criterion-related validity relative to the local curriculum. (Contains…
Descriptors: Elementary Education, Evaluation Methods, Learning Disabilities, Student Evaluation
Using General Outcome Measures in Mathematics To Measure Adequate Yearly Progress as Mandated by Title I.
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Helwig, Robert; Tindal, Gerald – Assessment for Effective Intervention, 2002
Four alternate versions of a 15-item general outcome measure (GOM) of mathematics conceptual understanding and applications were developed and administered to 117 eighth-graders. Results were correlated with scores on state multiple-choice mathematics achievement tests. Correlations ranged from .81 to .87 with no significant differences, offering…
Descriptors: Educational Assessment, Evaluation Methods, Grade 8, Learning Disabilities