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Direct linkArdoin, Scott P. – Psychology in the Schools, 2006
Extensive evidence exists demonstrating the utility of Curriculum-Based Measurement in reading (R-CBM) for progress-monitoring purposes; however, most studies have evaluated R-CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement…
Descriptors: Psychometrics, Measurement, Maintenance, Intervention
Eckert, Tanya L.; Dunn, Erin K.; Codding, Robin S.; Begeny, John C.; Kleinmann, Ava E. – Psychology in the Schools, 2006
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of…
Descriptors: Mathematics Skills, Academic Ability, Performance Based Assessment, Curriculum Based Assessment
