The purpose of this study was to analyze the relationship between oral reading fluency (ORF) and Maze, two common Curriculum-Based Measures (CBMs), and the statewide large-scale assessment of reading in Oregon, the Oregon Assessment of Knowledge and Skills- Reading (OAKS-R). A sample of three cohorts of eighth-grade students in an Oregon school…

The adoption of Common Core State Standards by many states prompted the development of new standardized writing assessments. A limited number of studies investigated the predictive ability of curriculum-based measurements (CBMs) as related to state assessments in writing, and none have analyzed the Mississippi Assessment Program (MAP) for writing.…

The purpose of the current study was to evaluate the psychometric properties of alternative approaches to administering and scoring curriculum-based measurement for written expression. Specifically, three response durations (3, 5, and 7 minutes) and six score types (total words written, words spelled correctly, percent of words spelled correctly,…

The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by…

Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial…

The nation is challenged with improving the mathematics achievement of its students. No Child Left Behind holds schools, districts, and states accountable for improving student achievement. Because high stakes tests are given at the end of the school year, schools are presented with the challenging task of developing or purchasing reliable…

Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices…

Early literacy and reading skills are both important predictors of an individual's future success in school and employment settings (Moats, 1999). Moreover, poor reading performance in elementary school has been associated with future conduct problems and juvenile delinquency by age fifteen (Williams, 1994). Research supports the notion that…

Children's social emotional competence affects school achievement as well as later job success. Social emotional competence can be promoted when appropriate social emotional interventions are provided. To provide quality intervention, it is essential to use measures that include functional skills, promote team collaboration, and monitor changes in…

Scope and Method of Study: The purpose of the study is to use an empirical approach to identify a simple, economical, efficient, and technically adequate performance measure that teachers can use to assess student growth in mathematics. The current study has been designed to expand the body of research for math CBM to further examine technical…

Because of a greater need to focus on early achievement in mathematics and increased global competition in this area, emphasis is increasingly being placed upon screening and monitoring of math development in early elementary to ensure progress for all students. Although protocols for early literacy assessment exist, research of psychometrically…

In the current educational climate, school districts and states are being held accountable for the progress of all students. Students who speak another language at home and have limited English proficiency, known as English Language Learners (ELLs), continue to underperform when compared to English proficient peers. The purpose of the study was to…

The purpose of this study was to investigate the effectiveness of commercially-available curriculum-based measurement instruments to monitor progress in the area of mathematics in terms of validity and sensitivity to growth when used with children who are deaf or hard of hearing. Participants included 43 students who were deaf in pre-kindergarten…

The purpose of the study was to determine the technical adequacy of the Core Skills Algebra curriculum-based measure for students enrolled in algebra I courses at the high school level. Due to the dearth of curriculum-based measures available to educators at the secondary school level, the Core Skills Algebra curriculum-based measure was developed…

This study examined the concurrent validity of four different reading assessments that are commonly used to screen students at risk for reading difficulties by measuring the correlation of the third grade Measures of Academic Progress (MAP) in Reading with three specific versions of curriculum based measurement: DIBELS oral reading fluency (ORF),…