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Direct linkShanley, Lina; Clarke, Ben; Anderson, Daniel A.; Turtura, Jessica; Doabler, Christian T.; Kurtz-Nelson, Eva; Fien, Hank – School Psychology, 2019
The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study…
Descriptors: Mathematics Instruction, School Districts, Kindergarten, Young Children
Download full textLastrapes, Renée E.; Mooney, Paul – Journal of At-Risk Issues, 2019
This study examined the viability of the Sentence Verification Technique (SVT; Royer, Hastings, & Hook, 1979) assessment tool as a curriculum-based measure of science content learning. Its perceived compatibility with statewide accountability test expectations made SVT a candidate for use in content-focused response to intervention frameworks.…
Descriptors: Rural Schools, School Districts, Elementary School Students, Grade 4
Wray, Kraig; Lai, Cheng-Fei; Sáez, Leilani; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2013
We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N = 84-199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-10) across 5 time points. The alternate form reliabilities ranged from…
Descriptors: Curriculum Based Assessment, Reading Tests, Kindergarten, Grade 1
Anderson, Daniel; Rowley, Brock; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012
The easyCBM© CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Validity, Academic Standards
Hosp, John L.; Suchey, Nicole – School Psychology Review, 2014
Over the past few decades, reading assessment has been pushed to the forefront of the national discussion about education. The most recent reauthorizations of the Elementary and Secondary Education Act (1994, 2001) made assessment a priority as administrators and teachers are attempting to meet increasing accountability standards, but measuring…
Descriptors: Reading Fluency, Reading Comprehension, Reading Tests, Reading Ability
Lai, Cheng-Fei; Nese, Joseph F. T.; Jamgochian, Elisa M.; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, we provide the results of a series of studies on the technical adequacy of the early reading measures available on the easyCBM[R] assessment system. The results from the two-level hierarchical linear growth model analyses suggest that the reliability of the slope estimates for the easyCBM[R] reading measures are strong,…
Descriptors: Kindergarten, Grade 1, Early Reading, Reading Tests
Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…
Descriptors: Grade 2, Reading Comprehension, Testing Programs, Reading Fluency
Rose, Susan – National Center on Student Progress Monitoring, 2007
Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…
Descriptors: Testing Accommodations, Curriculum Based Assessment, State Legislation, Partial Hearing
Shapiro, Edward S.; Keller, Milena A.; Lutz, J. Gary; Santoro, Lana Edwards; Hintze, John M. – Journal of Psychoeducational Assessment, 2006
General outcome measures (GOMs) provide educators with a means to evaluate student progress toward curricular objectives. Curriculum-based measurement (CBM) is one type of GOM that has a long history in the research literature with strong empirical support. With the increased emphasis on instruction linked to state standards and statewide…
Descriptors: Curriculum Based Assessment, Standardized Tests, Achievement Tests, Reading Achievement
Gansle, Kristin A.; VanDerHeyden, Amanda M.; Noell, George H.; Resetar, Jennifer L.; Williams, Kashunda L. – School Psychology Review, 2006
Five hundred thirty-eight elementary school students participated in a study designed to examine the technical characteristics of curriculum-based measures (CBMs) for the assessment of writing. In addition, the study investigated rating-based measures of writing using the Six Trait model, an assessment instrument and writing program in use in many…
Descriptors: Elementary School Students, Writing Evaluation, Curriculum Based Assessment, Written Language
VanDerHeyden, Amanda M.; Burns, Matthew K. – Assessment for Effective Intervention, 2005
No Child Left Behind mandates accountability data for school districts. This mandate has led to increased attention to instruction and academic remediation among educational researchers. The current study used schoolwide curriculum-based assessment (CBA) and curriculum-based measurement (CBM) data to plan and deliver mathematics instruction to…
Descriptors: Curriculum Based Assessment, Elementary School Mathematics, Mathematics Instruction, Elementary Schools
Hamilton, Chad; Shinn, Mark R. – School Psychology Review, 2003
Despite a body of evidence that curriculum-based measurement of reading (R-CBM) is a valid measure of general reading achievement, some school-based professionals remain unconvinced. At the core of their argument is their experience with word callers, students who purportedly can read fluently, but do not understand what they read. No studies have…
Descriptors: Reading Comprehension, Curriculum Based Assessment, Oral Reading, Reading Achievement
