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The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms. 相似文献
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《Learning disabilities research & practice》2017,32(2):112-120
Two hundred and two (n = 202) sixth‐grade students in social studies were administered a weekly vocabulary‐matching curriculum‐based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high‐stakes test in Communication Arts. CBM scores were analyzed with respect to alternate form reliability, validity with criterion measures, and student growth over time. Results suggest that the vocabulary‐matching CBM is reliable and valid with the SRI but not with the state test. Students showed an overall linear trend of growth, but this growth was flat in the middle of the semester. Implications for research and practice are discussed. 相似文献
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Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students 
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下载免费PDF全文 Giancarlo A. Anselmo Jamie L. Yarbrough Joseph F. Kovaleski Van Vi N. Tran 《Psychology in the schools》2017,54(9):1148-1159
This study analyzed the relationship between benchmark scores from two curriculum‐based measurement probes in mathematics (M‐CBM) and student performance on a state‐mandated high‐stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion‐related and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills. Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high‐stakes test, suggesting that it may have limitations as a universal screening measure for secondary students. 相似文献
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This study investigated how performance on reading curriculum‐based measurement (R‐CBM) in Spanish is related to performance on R‐CBM in English. Parallel process growth models and quantile regression analyses were used to examine the relations between initial benchmark scores and growth and the consistency of the relations across student reading skill levels. Initial benchmark scores and growth were strongly related across languages in most grades, and initial scores were less strongly related for students with low and high reading achievement, as measured by curriculum‐based measurement in most grades. Rates of growth were evenly related across performance in fourth and fifth grades, but less strongly related for high‐achieving students in second and third grades. Practical implications and future directions are discussed. 相似文献
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H. Carl Haywood 《Peabody Journal of Education》2013,88(4):33-38
In this article, I present the results of an analysis of the relationship between teacher evaluation scores and student achievement on district and state tests in reading, mathematics, and science in a large Midwestern U.S. school district. Within a value-added framework, I correlated the difference between predicted and actual student achievement in science, mathematics, and reading for students in Grades 3 through 8 with teacher evaluation ratings. Small to moderate positive correlationships were found for most grades in each subject tested. When these correlationships were combined across grades within subjects, the average correlationships were. 27 for science,. 32 for reading, and. 43 for mathematics. These results show that scores from a rigorous teacher evaluation system can be substantially related to student achievement and provide criterion-related validity evidence for the use of the performance evaluation scores as the basis for a performance-based pay system or other decisions with consequences for teachers. 相似文献
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This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed. 相似文献
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The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test. Results supported the technical adequacy of maze scores as indicators of reading level and growth. Alternate-form reliability coefficients were significant and intermediate to high. Mean maze scores showed significant increase over time, students’ growth trajectories differed, and students’ initial performance levels (intercepts) and growth rates (slopes) were not correlated. Maze reading level and growth were related to reading level and/or growth on criterion measures. A nonlinear model provided a better fit for the data than a linear model. Implications for use of CBM maze-scores for data-based decision-making are discussed. 相似文献
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Measures of biographical data, or biodata, provide indicators of one's life history and past experiences. Biodata information is often available in various forms during processes of academic admissions to higher education. Such information can be used, in combination with other factors, to predict students’ future academic and extra-curricular accomplishments. There is a scattered body of literature investigating relationships between standardized biodata measures and a number of student criteria in college. The current study uses meta-analysis methods to summarize findings on how various biodata measures—overall scores or scale scores—predict student accomplishments, including grades, self- and other-rated performances, persistence, and extracurricular accomplishments. Data from 46 independent samples, consisting of 38,478 students and resulting in 74 individual predictor–criterion relationships were analyzed. Results indicate, generally, that biodata measures predict substantially students’ academic and extra-curricular accomplishments. Overall biodata scores correlate with grades at .39, persistence at .25, and point-hour ratios at .35. Students’ accomplishments in leadership, visual and performing arts, music, and science were predicted best by biodata measures developed specifically to target those outcomes. This meta-analytic study provides support for the predictive validity of biographical data inventories with respect to student outcomes and adds justification to the use of biodata in academic selection. 相似文献
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The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores. 相似文献
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The main purpose of this paper is to demonstrate how to apply the Hierarchical Linear Modeling (HLM) technique to multi-wave
Curriculum-Based Measurement (CBM) measures in modeling academic growth and assessing its relations to student- and instruction-related
variables. HLM has advantages over other statistical methods (e.g., repeated measures ANOVA, Structural Equation Modeling)
in modeling academic growth. The advantages include allowing more flexible research designs in collecting multiple data points
and estimating growth rates and their relations to correlates in more reliable, accurate ways. CBM, as a multi-wave progressmonitoring
system, also has distinctive psychometric features that facilitate longitudinal research on academic skill development. These
features include provision of multiple data points within short time periods, good validity and reliability, and sensitivity
for detecting small degrees of change. Finally, research questions related to assessing the academic growth of students with
learning difficulties and using assessment results to improve educational practices for them are discussed 相似文献
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Chareen Snelson 《Learning, Media and Technology》2018,43(3):294-306
Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches. 相似文献
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Christine Espin Teri Wallace Erica Lembke Heather Campbell Jeffrey D. Long 《Learning disabilities research & practice》2010,25(2):60-75
In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed. 相似文献
14.
Grades and Test Scores: Accounting for Observed Differences 总被引：1，自引：0，他引：1
Warren W. Willingham Judith M. Pollack Charles Lewis 《Journal of Educational Measurement》2002,39(1):1-37
Why do grades and test scores often differ? A framework of possible differences is proposed in this article. An approximation of the framework was tested with data on 8,454 high school seniors from the National Education Longitudinal Study. Individual and group differences in grade versus test performance were substantially reduced by focusing the two measures on similar academic subjects, correcting for grading variations and unreliability, and adding teacher ratings and other information about students. Concurrent prediction of high school average was thus increased from 0.62 to 0.90; differential prediction in eight subgroups was reduced to 0.02 letter‐grades. Grading variation was a major source of discrepancy between grades and test scores. Other major sources were teacher ratings and Scholastic Engagement, a promising organizing principle for understanding student achievement. Engagement was defined by three types of observable behavior: employing school skills, demonstrating initiative, and avoiding competing activities. While groups varied in average achievement, group performance was generally similar on grades and tests. Major factors in achievement were similarly constituted and similarly related from group to group. Differences between grades and tests give these measures complementary strengths in high‐stakes assessment. If artifactual differences between the two measures are not corrected, common statistical estimates of validity and fairness are unduly conservative. 相似文献
15.
Gail P. Baxter Richard J. Shavelson Susan R. Goldman Jerry Pine 《Journal of Educational Measurement》1992,29(1):1-17
This article evaluates a procedure-based scoring system for a performance assessment (an observed paper towels investigation) and a notebook surrogate completed by fifth-grade students varying in hands-on science experience. Results suggested interrater reliability of scores for observed performance and notebooks was adequate (>.80) with the reliability of the former higher. In contrast, interrater agreement on procedures was higher for observed hands-on performance (.92) than for notebooks (.66). Moreover, for the notebooks, the reliability of scores and agreement on procedures varied by student experience, but this was not so for observed performance. Both the observed-performance and notebook measures correlated less with traditional ability than did a multiple-choice science achievement test. The correlation between the two performance assessments and the multiple-choice test was only moderate (mean = .46), suggesting that different aspects of science achievement have been measured. Finally, the correlation between the observed-performance scores and the notebook scores was .83, suggesting that notebooks may provide a reasonable, albeit less reliable, surrogate for the observed hands-on performance of students. 相似文献
16.
The purpose of this study was to determine middle school students’ attitudes toward physical education using an attitude instrument grounded in attitude theory. In addition, this investigation also sought to ascertain if gender and grade level influence student attitudes toward the subject matter. Participants for this study were 995 students from grades 6 to 8. A previously validated attitude instrument based on a two-component view of attitude with scores that showed evidence of reliability and validity was used. Overall all students had moderately positive attitudes toward physical education. There was, however, a decline in attitude scores as students progressed in grade level. Higher grades had lower mean scores. 相似文献
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Strategic pay reform: A student outcomes-based evaluation of Denver's ProComp teacher pay initiative
Denver Public Schools utilizes one of the nation's highest profile alternative teacher compensation systems, and a key element of Denver's Professional Compensation System for Teachers (ProComp) is pay for performance. This study analyzes the student achievement implications of ProComp utilizing matched student- and teacher-level data from 2003 to 2010. We find that student achievement increased during the years ProComp was implemented, but that these gains were observed for students taught by teachers enrolled in ProComp's alternative compensation system as well as non-participating teachers. While the findings are not consistent across grades and subjects, there is some evidence that teachers voluntarily opting into ProComp are more effective than those who do not volunteer. Finally, some ProComp bonuses were well targeted towards value-added measures of teacher effectiveness while others were not. 相似文献
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Elementary school students often exhibit a variety of conceptions associated with algebraic thinking that their teachers fail to recognize or understand. It is crucial that elementary school teachers possess knowledge of the variety of student conceptions and also have abilities to address varying states of conceptions. Otherwise, students who are not provided with opportunities to think algebraically may continue to struggle with algebra throughout school. The purpose of this study, therefore, was to develop and provide initial validity evidence for an assessment tool of algebraic thinking for the elementary grades. In the development of the tool, validation efforts were pursued, including multiple rounds of pilot-testing and think aloud interviews. Evidence for reliability of scores and validity of score interpretations of the overall score were collected. Results suggest that the assessment is a potentially valuable tool for teachers to elicit and learn about students’ algebraic thinking knowledge. 相似文献
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