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McClurg, Virginia M.; Codalata, Bonnie M.; Bell, Sherry M.; McCallum, R. Steve – Gifted Child Today, 2022
The psychometric integrity of a curriculum-based measure to screen for academic giftedness (Monitoring Instructional Responsiveness: Reading [MIR:R]) was evaluated by examining its ceiling, item gradient, and predictive capacity using 460 fourth grade students. Eighty fourth graders (17.39%) scored one standard deviation above the MIR:R mean. Ten…
Descriptors: Psychometrics, Screening Tests, Talent Identification, Academically Gifted
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Lee, 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
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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