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Monster, P.I.: Validation Evidence for an Assessment of Adolescent Language That Assesses Vocabulary Knowledge, Morphological Knowledge, and Syntactical Awareness
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Goodwin, Amanda P.; Petscher, Yaacov; Tock, Jamie; McFadden, Sara; Reynolds, Dan; Lantos, Tess; Jones, Sara – Assessment for Effective Intervention, 2022
Assessment of language skills for upper elementary and middle schoolers is important due to the strong link between language and reading comprehension. Yet, currently few practical, reliable, valid, and instructionally informative assessments of language exist. This study provides validation evidence for Monster, P.I., which is a gamified,…
Descriptors: Adaptive Testing, Computer Assisted Testing, Language Tests, Vocabulary
Aggregated Randomly Generated Math Curriculum-Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision
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Strait, Gerald G.; Smith, Bradley H.; McQuillin, Samuel D. – Assessment for Effective Intervention, 2018
Approximately, 283 sixth-grade students completed four randomly generated Math Curriculum-Based Measures (M-CBMs) from interventioncentral.org twice during a fall semester. These M-CBMs measured foundational skills in addition, subtraction, multiplication, and division. We found that using mean fluency or accuracy scores from four M-CBMs produced…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Middle School Students, Test Reliability
Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress
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Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A. – Assessment for Effective Intervention, 2013
The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching…
Descriptors: Curriculum Based Assessment, Vocabulary, Secondary School Science, Content Area Reading
Item-Level and Construct Evaluation of Early Numeracy Curriculum-Based Measures
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Lee, Young-Sun; Lembke, Erica; Moore, Douglas; Ginsburg, Herbert P.; Pappas, Sandra – Assessment for Effective Intervention, 2012
The present study examined the technical adequacy of curriculum-based measures (CBMs) of early numeracy. Six 1-min early mathematics tasks were administered to 137 kindergarten and first-grade students, along with an omnibus test of early mathematics. The CBM measures included Count Out Loud, Quantity Discrimination, Number Identification, Missing…
Descriptors: Numeracy, Curriculum Based Assessment, Mathematics Tests, Kindergarten
Examination of the Utility of Various Measures of Mathematics Proficiency
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VanDerHeyden, Amanda M.; Burns, Matthew K. – Assessment for Effective Intervention, 2008
This article investigates the utility of various estimates of mathematics proficiency. The participants were 432 students in Grades 2 through 5. The delayed alternate form reliability of multiskill probes, retention probes, slopes of student growth, and trials to criterion were computed. The fluency probes were found to be both sufficiently…
Descriptors: Grades (Scholastic), Scores, Grade 5, Grade 2
Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance: Are Simple One-Minute Measures Technically Adequate?
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Jiban, Cynthia L.; Deno, Stanley L. – Assessment for Effective Intervention, 2007
This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new "cloze" math facts measure, designed to require deeper…
Descriptors: Curriculum Based Assessment, State Standards, Predictive Validity, Mathematics Tests