Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian…

Curriculum-based measurement (CBM) has conventionally included accuracy criteria with recommended fluency thresholds for instructional decision-making. Some scholars have argued for the use of accuracy to directly determine instructional need (e.g., Szadokierski et al., 2017). However, accuracy and fluency have not been directly examined to…

This study examined the diagnostic accuracy associated with decision making as is typically conducted with curriculum-based measurement (CBM) approaches to progress monitoring. Using previously published estimates of the standard errors of estimate associated with CBM, 20,000 progress-monitoring data sets were simulated to model student reading…

This quantitative study investigated current data-based instructional decision-making (DBIDM) practices of K-3 general education teachers implementing a MTSS/RTI model to address students' academic needs. A thirty-item electronic survey was designed to examine and measure aspects of K-3 general education teachers' formative data use and…

Research Connections conducted a comprehensive search of its collection for resources focused on using ongoing assessment to guide individualized supports for children's learning in early childhood education programs serving children 0 to 6 years. Since there are multiple terms used to describe this process, key words used in the search were…

General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…

Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…

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…

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…

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…

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…

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…

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…

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…

The easyCBM[R] assessment system is an online benchmark and progress monitoring assessment system designed for use within a response to intervention framework. Educators using easyCBM[R] are often interested in using the results to predict students' state test performance. In the following technical document, we report diagnostic efficiency…