Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 10 |
Descriptor
| Curriculum Based Assessment | 10 |
| Difficulty Level | 10 |
| Test Items | 10 |
| Item Response Theory | 9 |
| Formative Evaluation | 8 |
| Mathematics Tests | 8 |
| Test Construction | 8 |
| Academic Standards | 7 |
| Alignment (Education) | 7 |
| State Standards | 7 |
| Benchmarking | 6 |
| More ▼ | |
Author
| Alonzo, Julie | 8 |
| Tindal, Gerald | 8 |
| Anderson, Daniel | 7 |
| Park, Bitnara Jasmine | 7 |
| Irvin, P. Shawn | 6 |
| Saven, Jessica L. | 6 |
| Ginsburg, Herbert P. | 1 |
| Lee, Young-Sun | 1 |
| Lembke, Erica | 1 |
| Madelaine, Alison | 1 |
| Moore, Douglas | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 9 |
| Numerical/Quantitative Data | 8 |
| Journal Articles | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 9 |
| Early Childhood Education | 5 |
| Primary Education | 5 |
| Intermediate Grades | 3 |
| Grade 1 | 2 |
| Grade 7 | 2 |
| Junior High Schools | 2 |
| Kindergarten | 2 |
| Middle Schools | 2 |
| Secondary Education | 2 |
| Grade 2 | 1 |
| More ▼ | |
Audience
Location
| Australia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textAnderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2012
In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Academic Standards, State Standards
Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Peer reviewed
Direct linkLee, 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
Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Saven, Jessica L.; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Saven, Jessica L.; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Saven, Jessica L.; Irvin, P. Shawn; Park, Bitnara Jasmine; Alonzo, Julie; Anderson, Daniel; Tindal, Gerald – Behavioral Research and Teaching, 2012
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…
Descriptors: Elementary School Mathematics, Curriculum Based Assessment, Mathematics Tests, Academic Standards
Park, Bitnara Jasmine; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
This technical report describes the process of development and piloting of reading comprehension measures that are appropriate for seventh-grade students as part of an online progress screening and monitoring assessment system, http://easycbm.com. Each measure consists of an original fictional story of approximately 1,600 to 1,900 words with 20…
Descriptors: Reading Comprehension, Reading Tests, Grade 7, Test Construction
Wheldall, Kevin; Madelaine, Alison – Australasian Journal of Special Education, 2006
The aim of this study was to develop a means of tracking the reading performance of low-progress readers on a weekly basis, so as to inform instructional decision-making. A representative sample of 261 primary school children from Years 1 to 5 were tested on 21 different text passages taken from a developing passage reading test, the Wheldall…
Descriptors: Reading Tests, Test Reliability, Test Validity, Difficulty Level
