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Albano, Anthony D.; Rodriguez, Michael C. – Journal of School Psychology, 2012
Recent research on curriculum-based measurement of oral reading fluency has revealed important issues in current passage development procedures, highlighting how dissimilar passages are problematic for monitoring student progress. The purpose of this paper is to describe statistical equating as an option for achieving equivalent scores across…
Descriptors: Curriculum Based Assessment, Reading Fluency, Equated Scores, Psychometrics
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Kauffman, James M.; Bruce, Andrew; Lloyd, John Wills – Advances in Special Education (MS), 2012
We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it differs from and incorporates features of other approaches to addressing those problems, including pre-referral interventions, applied behavior analysis, functional…
Descriptors: Special Education, Behavior Disorders, Response to Intervention, Functional Behavioral Assessment
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Cummings, Rhoda; Maddux, Cleborne D.; Richmond, Aaron – Assessment & Evaluation in Higher Education, 2008
Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities,…
Descriptors: Educational Psychology, Performance Based Assessment, Performance Tests, Program Effectiveness
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Willis, John O.; Dumont, Ron – Psychology in the Schools, 2006
Arguments between response to intervention (RTI) with curriculum-based measurement (CBM) and traditional, individual psychoeducational assessments encourage a false dichotomy between alternatives that are not mutually exclusive, but complementary. This article discusses strengths and weaknesses of both approaches, touches on current legislative…
Descriptors: Intervention, Curriculum Based Assessment, Disability Identification, Clinical Psychology