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Direct linkSeohyeon Choi; Kristen L. McMaster; Erica S. Lembke; Manjary Guha – Assessment for Effective Intervention, 2024
Teachers' knowledge and skills about data-based instruction (DBI) can influence their self-efficacy and their implementation of DBI with fidelity, ultimately playing a crucial role in improving student outcomes. The purpose of this brief report is to provide evidence for the technical adequacy of a measure of DBI knowledge and skills in writing by…
Descriptors: Data Use, Writing Instruction, Knowledge Level, Elementary School Teachers
Download full textCrawford, Angela R.; Johnson, Evelyn S.; Moylan, Laura A.; Zheng, Yuzhu – Assessment for Effective Intervention, 2019
This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels,…
Descriptors: Teacher Evaluation, Special Education Teachers, Scoring Rubrics, Observation
Ford, Jeremy W.; Conoyer, Sarah J.; Lembke, Erica S.; Smith, R. Alex; Hosp, John L. – Assessment for Effective Intervention, 2018
In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Measurement Techniques, Comparative Analysis
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
Peer reviewedBock, Marjorie A.; Hurlbutt, Karen – Assessment for Effective Intervention, 2002
This article describes two developmental assessment instruments used by teachers working with students with autism: the Psychoeducational Profile-Revised (PEP-R) and the Adolescent and Adult Psychoeducational Profile. Information is provided on administrator qualifications, item administration, scoring, reliability, and validity. One teacher's use…
Descriptors: Autism, Child Development, Developmental Stages, Elementary Secondary Education
Peer reviewedMitchell, Jami-Jon – Assessment for Effective Intervention, 2001
This article profiles the Comprehensive Test of Phonological Processing (CTOPP), an assessment designed to detect phonological processing deficits in students ages 5 through 24. The theoretical framework of the CTOPP, age-based versions of the CTOPP, subtests, testing procedures, test scores and interpretation, and reliability and validity are…
Descriptors: Disability Identification, Elementary Secondary Education, Evaluation Methods, Phoneme Grapheme Correspondence
Gonzalez, Jorge E.; Ryser, Gail R.; Epstein, Michael H.; Shwery, Craig S. – Assessment for Effective Intervention, 2006
This study examined the extent to which the Behavioral and Emotional Rating Scale: Parent Rating Scale (BERS: PRS) constitutes a reliable measure for assessing strengths of Hispanic children and youth. Major conceptual and theoretical issues with respect to cross-cultural assessment are presented. Further, emotional and behavioral disorders are…
Descriptors: Behavior Disorders, Test Validity, Test Reliability, Hispanic American Students
