Curriculum-based Measurement

The purpose of this study was to investigate evidence of reliability, criterion validity, and grade-level differences of curriculum-based measures of writing (CBM-W) with 612 students in grades 1-3. Four scoring procedures (words written, words spelled correctly, correct word sequences, and correct minus incorrect word sequences) were used with two CBM-W tasks (picture-word and story prompt) during fall, winter, and spring of one academic year. A subsample of participants (n ¼ 244) were given a criterion measure in spring of the academic year. Pearson's r coefficients were calculated to determine evidence of alternate form reliability and criterion validity, and a MANOVA was used to detect significant growth within and across grade levels. Results indicated that scores on both CBM-W tasks had adequate reliability and validity coefficients in grades 2-3 and mixed results in grade 1. Significant growth was detected within and across all grades at each time point on each task. Implications for research and practice are discussed.

The focus of this study was to analyze a benchmark formative assessment (4Sight) that pr edicts how students will perform on the annual Pennsylvania, USA exam that is given in grades three through eight inclusive and 11. Correlation analysis reported a significant positive linear relationship between students' performance in the Pennsylvania System of School Assessment (PSSA) exam and each of the 4Sight exams. Also the authors found significant correlations between PSSA performance by gender, ethnicity, socio-economic status, and grade levels. The research revealed significant differences in the average scores and student grade level, ethnicity, and socioeconomic status. This study shows significant gains in student scores and the results clearly support the use of the 4Sight Benchmark Assessment. Not only will 4Sight assist school stakeholders in pinpointing academic achievement, it may also help determine a course of action for staff professional development efforts and spending practices to continue formative benchmark assessments.

1. Reexamined data from JR Bormuth's (1962) classical study of concurrent validity to study the variation in the correlations between cloze scores and reading comprehension test scores. Results suggest that the limited construct validity of cloze as a measure of comprehension has a small but significant influence on the concurrent validity of cloze with measures of comprehension. Cloze predicts performance best in those situations in which within-sentence comprehension dominates. Cloze is less useful in situations requiring ...

Progress monitoring has been adopted as an integral part of multi-tiered support systems. Oral reading fluency (ORF) is the most established assessment for progress-monitoring purposes. To generate valid trend lines or slopes, ORF passages must be of equivalent difficulty. Recently, however, evidence indicates that ORF passages are not equivalent, potentially hindering our ability to generate valid student trend lines for decision making. This study examines passage and order effects on the estimation of ORF scores using a set of second-grade passages. A single group with counterbalancing design was employed to randomly assign 156 second-grade students to three different orders of passages. Scores from the passages were examined using growth curve modeling and empirical Bayes estimates. Results indicate that passage effects were substantial, but order effects were small but significant. The impact of passage and order effects on research design, equating methods, and measure develop...

Recent legislation and initiatives set forth high academic expectations for all high school graduates in the area of reading (National Governors Association Center for Best Practices, 2010; Every Student Succeeds Act, 2015). To determine which students need additional support to meet these reading standards, teachers can conduct universal screening using formative assessments. Maze Curriculum-Based Measurement (Maze-CBM) is a commonly used screening and progress monitoring assessment that the National Center on Intensive Intervention (2013) and the Center on Instruction recommend. Despite the recommendation to use Maze-CBM, little research has been conducted on the reliability and validity of Maze-CBM for measuring reading ability for students at the secondary level . In the papers included in this dissertation, I present an initial investigation into the use of Maze-CBM for secondary students. In the first paper, I investigated prior studies of Maze-CBM for students in Grades 6 through 12. Next, in the second paper, I investigated the alternate-form reliability and validity for screening students in Grades 9 and 10 using signal detection theory methods. In the third paper, I examined the effect of genre on Maze-CBM scores with a sample of students in Grades 9 and 10 using multilevel modeling. When writing these three papers, I discovered several important findings related to Maze-CBM. First, there are few studies that have investigated the technical adequacy of Maze-CBM for screening and progress monitoring students in Grades 6 through 12. Additionally, only two studies examined the technical adequacy of Maze-CBM for high school students. A second finding is that the reliability of Maze-CBM is often below acceptable levels for making screening decisions or progress monitoring decisions (.80 and above and .90 and above, respectively; Salvia, Ysseldyke, & Bolt, 2007) for secondary students. A third finding is that Maze-CBM scores show promise of being a valid screening tool for reading ability of secondary students. Finally, I found that the genre of the text used in the Maze-CBM assessment does impact scores on Maze-CBM for students in Grades 9 and 10.

Penelitian ini bertujuan untuk memperoleh gambaran mengenai peningkatan keterampilan proses sains dan penguasaan konsepkoloid siswa SMA yang dapat dikembangkan melalui pembelajaran koloid berbasis learning cycle 7E dengan metode praktikum.Metode penelitian yang digunakan adalah Weak Experimental dengan desain One-Group Pretest-Postes. Subyek penelitian sebanyak 31 siswa dari salah satu SMA di kabupaten Tasikmalaya. Pengumpulan data dilakukan melalui tes, penyebaran angket, observasi dan wawancara. Hasil pengumpulan data tes selanjutnya dianalisis menggunakan rumus g faktor (N-gains) dengan rumus Hake (1997), sementara data non tes dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa secara kesuluruhan pembelajaran ini dapat meningkatkan keterampilan proses sains siswa dengan N-Gain sebesar 66,4% (kategori sedang) dan penguasaan konsep siswadengan N-Gain sebesar 61,3% (kategori sedang). Keterampilan proses sains yang mengalami peningkatan tertinggi adalah menafsirkan peng...

The use of data for adaptive, tailor‐made education can be beneficial for students with learning difficulties. While evaluating the effects of a data‐based decision‐making (DBDM) intervention on student outcomes, considerable variation between intervention effects, ranging from high‐intervention effects to small or even negative intervention effects, across schools was found. The main purpose of this study was to investigate whether educator and school organizational characteristics are related to the effects of a DBDM intervention on student achievement growth by comparing 10 primary schools with strong intervention effects with 10 primary schools with no intervention effects on student achievement. Supportive and hindering factors were studied by means of surveys and interviews with school management teams, and by examining school reports from the project trainers. Results indicate that schools with strong intervention effects differed from schools with no intervention effects wit...

The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate forms of the CBM measure twice per month from January to May. Mathematics development was indexed on a standardized mathematics achievement test in May. Findings indicate strong reliability and validity of the CBM system, with coefficients exceeding .80 and .60, respectively. Technical features of the CBM system's skills analysis suggest implications for teachers' instructional decision-making.

Curriculum-based measurement encompasses an assessment methodology that can be used to develop goals, benchmarks, or short-term objectives for individualized educational programs for students with disabilities. Teachers also use curriculum-based measurement as a means for monitoring student progress across the year. This paper describes curriculumbased measurement in reading and mathematics and provides sample goal statements for each area. In addition, the process by which teachers can examine data and make meaningful decisions about the overall effectiveness of their instruction is described.

This study titled “Exploring Continuous Assessment in Private Schools of Kathmandu Valley: A Teachers’ Perspectives” explores the implementation of continuous assessment systems aiming to shed light on the context, problems, and rationale for investigating continuous assessment practices in private schools of Kathmandu Valley through narrative inquiry. It highlights the significance of the study in addressing the limitations of traditional assessment methods. My personal experience as a student serves as a backdrop to the research, emphasizing the impact of memorization-based assessments on individual learning experiences. The literature review section of the study encompasses a thematic review of continuous assessment, different approaches to assessments, assessment practices in Nepal, and a theoretical review of constructivism. I have drawn on constructivist perspectives to explore the relationship between continuous assessment and learning goals, emphasizing the importance of aligning assessment with the active construction of knowledge. The study's findings reveal insights into the challenges posed by traditional assessment methods, the readiness for change, and the potential benefits of continuous assessment systems. The research also discusses the implications of continuous assessment practices for educators and policymakers, highlighting the need for intervention and reform in the education sector.

This study aims to analyze problems in the mathematics textbook of the 2013 curriculum and the independent curriculum in algebra material. This is used to find out what students should do to answer questions on problems in math textbooks. The method used in this study is a fivedimensional analysis method, consisting of mathematical activity, problem complexity, contextual situation, process and type of answer. Data collection techniques are carried out by analyzing and describing the types of algebra problems in the mathematics textbooks of 2013 and the independent curricula. The results of this study show that algebra problems in the 2013 curriculum textbooks and the independent curriculum emphasize calculating/using various calculation operations by 63.78% in the 2013 curriculum and 40.23% in the independent curriculum, direct application of basic knowledge/skills by 68.65% in the 2013 curriculum and building/making connections by 59.77% in the independent curriculum, questions without context amounted to 62.16% in the 2013 curriculum and questions with real-world context amounted to 46.55% in the independent curriculum, using mathematical concepts, facts, procedures and reasoning amounted to 76.76% in the 2013 curriculum and 58.62% in the independent curriculum, closed answers amounted to 63.78% in the 2013 curriculum and 74.14% in the independent curriculum.

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural southeastern school district. Specific to this study was the calculation of the predictive validity of benchmark scores obtained in the spring from curriculum-based measurement probes measuring math computation, math application skills, and reading ability. Results of the study suggest that math application probes have strong predictive validity. The study also provides evidence that even at early grades the skill of reading is associated with performance on a high-stakes math test. The study provides some evidence that calculation skills are needed, but do not account for as much of the variance as reading ability does in grades as low as...

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 limit...

A randomised-controlled trial was used to evaluate the impact of a frequency-building curriculum to increase the fluency of component mathematics skills in a sample of 28 males aged 9-11 years. Assessments of mathematical ability were conducted before and after the training period to evaluate the impact of learning component skills fluently on endurance, stability and application of mathematical skills. Statistically significant differences between the experimental training group and treatment as usual control group were found on measures of fluency, endurance, stability and one subtest of the Wechsler Individual Achievement test of mathematical ability. Results indicate the efficacy of the frequency-building curriculum in promoting fluency with component skills. Results are discussed in light of research and theory in the area of instructional design and behavioral fluency enhancement.

Internet technology has offered opportunities to develop ongoing assessment systems for classroom-based evaluation-on a daily basis. In this study, the researcher developed a webbased, curriculum-based measurement system with dynamic features which could generate different types of mathematics probes, track students' progress and provide diagnosed information as well as instructional suggestions for teachers. This paper explores the effects of the system on students' mathematical achievements. A total of 134 third-grade students (9-to 10-year-olds) in four classes participated. The teachers in all groups used the web-based curriculum-based measurement system with different types of curriculum-based measurement probes and growth modeling. The results indicated that the use of class-wide dynamic-growth modeling combined with mixed-type probes enabled the students to perform better than those using single-type probes. This outcome was not seen with the linear-growth modeling groups. The positive findings suggested that applying class-wide dynamic-growth modeling as well as the assessment of integrated mathematics competency in the instructional processes facilitated students' mathematics learning. Therefore, the web-based, curriculum-based measurement system was not only an assessment system, but also a tool for teachers to integrate instructional strategies based on curriculum-based measurement.

Cilj ovog istraživanja bio je da se utvrdi kvalitet integriranosti deskriptivnokorišteno je anketiranje u ispitivanju stavova nastavnika. Korišten je Upitnik kvaliteta integriranosti predmetnog u integralni školski vjerena je konzistencije iznosi osnovnoškolski nastavnici: 104 nastavnika vjeronauke i 100-dobojskog kantona. kvalitetno i u velikoj mjeri integriran u osnovnoškolski kurkilum te da : kurikulumsko planiranje, integrirani kurikulum, ikulum Uvod Integrirani kurikulum se zasniva na ljudskim nom 1 Docent za odgojne znanosti, Islamski pedagoški fakultet Univerziteta u Zenici,

This study extended the work on curriculum-based measurement to examine the criterion-related validity of curriculum-based measures in written expression for middle school students, the differences in validity coefficients for various lengths of text, and the sensitivity of curriculum-based measures to change in student performance. Curriculum-based measures were the number of correct word sequences (CWS) and correct minus incorrect word sequences (CIWS) written in expository essays. Criterion measures were the number of functional elements in and quality ratings of student essays. Results revealed a strong relationship between curriculum-based and criterion measures.

This study sought to answer how basic level English teachers define ‘curriculum’ and use it to investigate teachers’ perspectives on the curriculum. The purpose of this study is to investigate the beliefs and methods used by basic level English language teachers in Nepal concerning the basic level English curriculum. A qualitative method was employed. This study presents the participants’ perspectives on the basic level English curriculum and how it is really taught in classrooms. Additionally, the qualitative approach to data collecting and interpretation was used to obtain individual perspectives on how people would view and perceive the curriculum as a whole. In order to examine the experiences of the research participants, we used meaning-oriented procedures using semi-structured interviews. The study’s findings showed that even though the teachers are aware of the curriculum and its significance, they are unable to put it into practice in their actual classroom settings. We can...

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.

Studies report that speech-to-text applications (STT) may support students with writing difficulties in text production. However, existing research is sparse, shows mixed results, and lacks information on STT interventions and their applicability in schools. Therefore, this study aimed to investigate whether a systematic and intensive assistive technology intervention focusing on STT can improve text production. A modified multiple-baseline across-subject design was used involving eight middle school students, four Norwegian and four Swedish. Their STT-produced narrative texts were collected during and after the intervention and the productivity, accuracy, and text quality were analysed. Keyboarding was the baseline control condition. The results demonstrated that seven of the eight students increased text productivity and that the proportion of word-level accuracy was maintained or improved. The use of punctuation progressed in participants with poor baseline skills. Most students' STT-produced texts had at least a similar ratio of meaningfulness and text quality as keyboarding. However, the magnitude of the changes and development patterns varied, with three students showing the most notable impacts. In conclusion, this study's intervention seemed beneficial in initially instructing STT, and the progress monitoring guided individually adapted future interventions such as balancing productivity and formal language aspects. Removing the spelling barrier with STT provided an opportunity for students to improve their higher-order skills, such as vocabulary diversity and overall text quality. Furthermore, visible progress, such as the ability to produce longer texts, might motivate continued STT usage. However, such development may not always be immediate. h IMPLICATIONS FOR REHABILITATION • Speech-to-text (STT) may be an effective tool for developing text production in students with severe reading and writing difficulties. For example, enhanced text length can provide teachers with more material for feedback, guiding students towards improved text production. • Text-to-speech may further enhance the usefulness of STT in text production by facilitating the revision process through listening to produced sentences and texts. • By continuously monitoring students' STT usage and text production, teachers can tailor the content for further interventions to address individual needs such as sentence construction and text planning. • Early STT intervention seems beneficial, allowing more time to practise advanced skills in text production when bypassing spelling.

Background: Egypt's undergraduate medical students have been following a standard curriculum known as the 6+1 curriculum or the traditional curriculum for many years. However, ve years ago, Egyptian universities adopted a new competency-based and integrated curriculum. The competency-based curriculum aims to develop professional competent physiciansequipped with knowledge and skills. Aim: This study aimed to compare the academic performance of Menou a medical students during the preclinical phase in both traditional and competency-based curricula. Methods: A retrospectivecohort study was conducted on two consecutive batches of medical students at Menou a University. The rst batch (411 students) followed the traditional curriculum, and the second batch (675 students) followed the competency-based curriculum. Results: Students in the traditional curriculum achieved signi cantly greater GPA (p=0.010) and overall percentage (p=0.018) scores than didstudents in the competency-based curriculum. Conclusions: The pooreracademic performance of students in the competency-based integrated curriculum compared to that in the traditional curriculum may be attributed to factors such as frequent examinations, limited time available for modules, and the fact that they were the rst batch to experience this new system.

This technical brief describes the easyCBM® Spanish language Vocabulary assessments added to the easyCBM® system in the fall of 2018 and provides the initial norms for the fall and winter assessments. These norms should be interpreted with caution, as the sample was smaller than ideal, particularly for the Winter norms.

The term severe disabilities refers to any student who is eligible for special education services in the United States under the category of moderate to severe cognitive impairment. The term takes into consideration a combination of shortages in both cognitive performance and appropriate behavior. Recently, in the field of severe disabilities, the benefits of the standards-based academic curriculum versus those of the functional curriculum have become one of the most critical debates-with both types of curriculum being supported by various researchers in the field. However, the debate between the advocates for each of the curricula is impacted by multiple issues, for example, the accountability related to progress in the academic curriculum that is required by such legislative mandates as the No Child Left Behind Act. Therefore, the aim of this paper is to provide an overview for both of these curricula, and it will examine the expectations for academic achievement versus the acquisition of life skills from the perspective of parents, teachers, and professionals.

The term severe disabilities refers to any student who is eligible for special education services in the United States under the category of moderate to severe cognitive impairment. The term takes into consideration a combination of shortages in both cognitive performance and appropriate behavior. Recently, in the field of severe disabilities, the benefits of the standards-based academic curriculum versus those of the functional curriculum have become one of the most critical debates—with both types of curriculum being supported by various researchers in the field. However, the debate between the advocates for each of the curricula is impacted by multiple issues, for example, the accountability related to progress in the academic curriculum that is required by such legislative mandates as the No Child Left Behind Act. Therefore, the aim of this paper is to provide an overview for both of these curricula, and it will examine the expectations for academic achievement versus the acquis...

Curriculum 2013 was the developing of the previous curriculum however it was emphasized to the enhancement and balance between soft skill and hard skill involving the aspects of attitude competence, skill, and knowledge. The implementation of curriculum 2013 was applied to not only regular or general school but special school as well. The purpose of this research was to describe the implementation of curriculum 2013, the teachers’ role, and the problem faced in implementing curriculum 2013 to mentally retardation children in SLB AC Dharma Wanita Sidoarjo. The research result could be concluded that 1) the implementation of curriculum 2013 to mentally retardation children in SLB AC Dharma Wanita Sidoarjo could not be stated perfect yet and there was still several concepts of the previous curriculum used. In the academic year 2015-2016, not all classes applied this curriculum 2013 as the principle of learning curriculum however only several classes had implemented it i.e. class 1 and ...

Special education classrooms often become convenient places for teachers to send struggling students they don't want in their classrooms.-US News and World Report, quoted from Shapiro, Loeb, & Bowermaster, 1992, p. 49 John Ogbu, noted ethnographic researcher and theorist on minority issues, recently stated: Minority children receive inferior education. .. through what occurs inside the schools, inside the individual classrooms. Among the mechanisms discovered to affect minority education adversely, none is more important than teachers' low expectations. ... (T)oo many minority children are treated as having educational "handicaps." A disproportionate number are channeled into "special education," a pseudonym for inferior education. (Ogbu, 1990, p. 156, emphasis added) The findings of prominent special education researchers have led to similar conclusions (Gottlieb, Alter, & Gottlieb, 1994). Public concern about the quality and appropriateness of special education services for minority students in general, and language-minority students in particular, is high.

Curriculum-Based Measurement (CBM) is a system for monitoring the progress of and evaluating instructional program effectiveness for students with learning difficulties. Although a large amount of research has been conducted on CBM, little has focused on the interpretation and use of the data for instructional decision-making, despite the fact that it is data use that leads to performance gains. In this study, we examine factors affecting the interpretation of CBM data. Specifically, we examine the effect of CBM graph patterns on ease of graph interpretation. Thirty college/university students completed a two-part study in which they viewed various slope-to-goal and slope-to-slope patterns of CBM-graphed data and answered decision-making questions. Response times and accuracy were measured. Results revealed that graph patterns differed in terms of ease of interpretation. Differences depended on the type of question. Implications for interpretation and use of CBM data for decision-making are discussed.

Results are presented from a pilot study and a larger scale study aligning a curriculum-based passage reading test, the Wheldall Assessment of Reading Passages (WARP), with the literacy components of the New South Wales Basic Skills Test (BST). A strong relationship between the WARP and BST Literacy is demonstrated, particularly for Year Three students. Representative (approximate) norms for students in Years One to Five on the WARP are reported, based on the results from a school with a BST literacy pro le that is very similar to that for the state of New South Wales as a whole. * We would like to thank the principals, staff and students of the two schools involved in the research reported in this paper. We would also like to thank Dr Terry Burke, formerly Deputy Director General of the New South Wales Department of Education and Training, for his permission to use the Basic Skills Test data in our research.

This study investigates the effectiveness of linear equating and equi-percentile Classical Test Theory (CTT) equating methods in maintaining fairness and comparability across different test forms of the WAEC Mathematics examinations administered in 2022 and 2023. The research addresses four key questions: differences in mean scores, standard deviations, and percentile ranks among examinees; the effectiveness of the two equating methods; their validity and reliability; and potential differences in outcomes resulting from their application. The research employs a NEAT (Non-Equivalent Groups with Anchor Test) design, using a sample size of 100 examinees from three different test forms (A, B, and C) for each year. Descriptive statistics indicate an overall improvement in examinee performance across the years, with mean scores and percentile ranks increasing for all test forms. Both equating methods demonstrated high correlations with anchor test scores and robust testretest  reliability, confirming their effectiveness in maintaining score comparability. However, equipercentile CTT equating showed a slight advantage  in  preserving percentile ranks, providing a more intuitive and transparent approach to stakeholders. The study concludes that both linear and equipercentile  CTT equating methods are effective in ensuring fairness in the WAEC Mathematics examinations, with minimal differences in outcomes. Recommendations include adopting equi-percentile CTT equating for its transparency, conducting ongoing evaluations, providing training for assessment professionals, expanding the application to other subjects, developing formal policies, and engaging stakeholders through clear communication.

His critical analysis and suggestions ensured that each idea was carefully evaluated and focused. I would like to thank Dr. Sherry Bell. Her extensive knowledge of education and psychology helped me bridge ideas across disciplines. I would like to thank Dr. Morrow and Dr. Seaver for their knowledge and assistance in statistical methodology. I would like to thank Dr. Wilhoit for his ability to put everything into perspective. I would like to thank Dr. Michael Hopkins and Dr. Angela Hilton-Prillhart who, along with Drs. McCallum and Bell, helped created the MIR probes. I would like to thank Dr. Scott Graves, Dr. Christopher Skinner, and Dr. Jerry Morton. I would not be where I am today without their guidance and support as I navigated graduate school and internship. Most importantly, their reassurance provided clarity during the most uncertain and difficult times along this path. Finally,I would like to thank the members of the research group who helped organize the probes and enter data. Specifically, I would like to thank Elizabeth Hayes, Lakmal Walpitage, Kelly Smyth, Brooke Browarnik, and Emily Taylor. I cannot express how grateful I am for the time you spent assisting me with this project.

This article describes the development of the Early Elementary Writing Rubric (EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = Beginning of Kindergarten to 5 = End of First Grade). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres an...

The aim of this study is to evaluate Primary Institutions Science Curriculum implemented in 2004-2005 and revised in 2013 education year. The dimensions of the curriculum, which are needs assessment, aim, content, learningteaching process and assessment process, will be evaluated in terms of principles of curriculum design. The data of research has been collected with "Curriculum Evaluation Analysis Form", prepared by researchers. In this study, document analysis has been used to demonstrate the features of elementary 4th grade science curriculum in terms of the elements of education program. The reliability of analysis form has been found .73. According to the results obtained from study, regional disparities have been ignored in the process of determining needs assessment. In addition to this, determining the objectives of the curriculum beforehand doesn't match the basics of approach it relied on. However, content, learning-teaching process and assessment process dimensions of curriculum have been prepared according to the basics of curriculum design.

Alternate assessments have been used for the last 10 years to evaluate schools' efforts to teach children with significant cognitive disabilities. However, few studies have examined the reading skills of children who participate in these assessments. The purpose of this study was to extend understanding of the reading skills of this population by administering early-grade word and passage reading fluency curriculum-based measures to a sample of 7,440 students in Grades 3 through 8 and 11. Overall, the performance on curriculum-based measures and the relationship with alternate assessment performance varied based upon disability, grade, and level of alternate assessment. The authors discuss implications for test developers and teachers along with future directions for research.

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 growth of twoword increase per week across 15 consecutive weeks. Results indicated that an unacceptably high proportion of cases were falsely identified as nonresponsive to intervention when a common 4-point decision rule was applied, under the context of typical levels of probe reliability. As reliability and stringency of the decision-making rule increased, such errors decreased. Findings are particularly relevant to those who use a multi-tiered response-to-intervention model for evaluating formative changes associated with instructional intervention and evaluating responsiveness to intervention across multiple tiers of intervention. Keywords assessment of interventions/outcomes, diagnostic classification models, measurement, response to intervention (RTI)/multi-tiered system of supports (MTSS), statistical analyses, measurement Curriculum-based measurement (CBM) is a set of standardized and specific measurement procedures that can be used to index student performance in the basic skill areas of early literacy and reading, early numeracy and mathematics computation and application, spelling, and written expression (

The present research expanded validity findings for a structured formative assessment measure of content learning that was administered online and known as critical content monitoring. The study also evaluated the potential for additional measures, including sentence verification technique and written retell, to explain variance in student achievement in science and social studies classrooms. Participants were fifth-grade students (N=51) enrolled in a public primary school in the southeastern U.S. Three predictor variables (i.e. critical content monitoring, sentence verification technique and written retell) were correlated with content test scores from the nationally representative standardized achievement test (i.e. Stanford Achievement Test-Tenth Edition abbreviated online form) and a statewide accountability test. Pearson correlations for critical content monitoring and the Stanford tests across science (r=.55) and social studies (r=.63) were moderately strong and similar in magnitude with other reported correlations for academic language measures in the literature. Correlations for critical content monitoring were descriptively larger than those between the standardized tests and sentence verification technique and written retell. Commonality SPECIALUSIS UGDYMAS / SPECIAL EDUACTION 2016 1 (34) 168 analyses indicated that both critical content monitoring and sentence verification technique added unique variance to explanatory models. Limitations and implications were discussed.

© Ali son M adela in e a n d K ev in Wh el dall , 2 0 05 MUS EC Br ie fin gs ar e o ffer e d in goo d fa ith as a s er vi ce to t he c ommu nit y by Mac qu ari e Un i vers ity S pe ci al E duc atio n Ce ntre This MUSEC Briefing may be copied or otherwise reproduced for not for profit purposes by individuals or organisations on the understanding that it is reproduced in its entirety and that Macquarie University Special Education Centre is clearly indicated as the source.

Results are presented from a pilot study and a larger scale study aligning a curriculum-based passage reading test, the Wheldall Assessment of Reading Passages (WARP), with the literacy components of the New South Wales Basic Skills Test (BST). A strong relationship between the WARP and BST Literacy is demonstrated, particularly for Year Three students. Representative (approximate) norms for students in Years One to Five on the WARP are reported, based on the results from a school with a BST literacy pro le that is very similar to that for the state of New South Wales as a whole. * We would like to thank the principals, staff and students of the two schools involved in the research reported in this paper. We would also like to thank Dr Terry Burke, formerly Deputy Director General of the New South Wales Department of Education and Training, for his permission to use the Basic Skills Test data in our research.

With continuing advances in the digital world, a variety of technologies are becoming easily accessible in the classroom. Although teachers may be using some of these technologies in their daily lives, they may not know how to incorporate these devices to support classroom learning. This article provides a guide for teachers interested in using technology to deliver supplemental literacy instruction in their classroom, particularly for primary-age students from culturally and linguistically diverse backgrounds. Benefits of using technology along with classroom applications are discussed.

The purpose of this study was to determine whether technically adequate curriculum-based measures of writing could be identified for use with high school students. The participants included 10th-grade general and special education students from two public school districts in Wisconsin. Students (n = 82) completed two narrative writing samples in response to story starters, and samples were scored for four alternative curriculum-based measures: incorrect word sequences (ICWS), correct punctuation marks (CPM), adverbs (ADV), and adjectives (ADJ). Results revealed moderately strong alternate-form reliability and criterion-related validity coefficients for ICWS. Although CPM was found to be reliable, the criterion-related validity evidence varied according to the type of criterion measure. Other findings indicated that ICWS and CPM cut scores may have utility for specific screening purposes. The curriculum-based measures of ADJ and ADV, however, were not found to have the technical adequacy needed for predictive purposes.

The purpose of this study was to determine whether technically adequate curriculum-based measures of writing could be identified for use with high school students. The participants included 10th-grade general and special education students from two public school districts in Wisconsin. Students ( n = 82) completed two narrative writing samples in response to story starters, and samples were scored for four alternative curriculum-based measures: incorrect word sequences (ICWS), correct punctuation marks (CPM), adverbs (ADV), and adjectives (ADJ). Results revealed moderately strong alternate-form reliability and criterion-related validity coefficients for ICWS. Although CPM was found to be reliable, the criterion-related validity evidence varied according to the type of criterion measure. Other findings indicated that ICWS and CPM cut scores may have utility for specific screening purposes. The curriculum-based measures of ADJ and ADV, however, were not found to have the technical ade...

Data from 403 third graders were analyzed to determine relative and combined efficacy of group-administered Curriculum-Based Measures (CBMs) and Teacher Rankings of student reading and math performance taken early in the school year to predict end-of-year achievement scores. Teacher Rankings added to the power of CBMs to predict reading ( R2change = .18) and math ( R2change = .22). Combined CBMs and Teacher Rankings predicted at-risk status in reading (82%) and math (86%), based on logistic regression, and yielded strong area under the curve (AUC) statistics, defining risk status .88 (reading) and .82 (math). Surprisingly, Teacher Rankings yielded higher correlations with end-of-year scores than CBMs. Findings support using rankings as a simple, efficient strategy to add to the predictive power of CBMs readily available within a response to intervention (RTI) context and depicts a methodology school personnel can use to determine the relative/combined predictive power of CBMs and ra...

Fluency Assessment for Benchmarking in Literacy education (FABLe) is the first curriculum-based measurement (CBM) application being developed for the Indian context. It is designed for use in elementary grades, but has presently been validated for Grade 3 only. As a precursor to developing more measures and validating it across grade levels, the purpose of the cur- rent study is to assess the implementation of the application in a school environment and evaluate the efficacy of teachers’ use of the application in their classrooms. Our data sources included a survey and rating scale to collect demographic information and teachers’ feedback on the application; and focus groups to get a more detailed understanding of the efficacy of the application. Our sample included 15 teachers from four participating schools, representing low, middle and high-cost private schools. Our find- ings revealed that: (a) the application was easy to use and appropriate for their context; (b) data received through the application was helpful in progress-monitoring and instructional planning, and (c) FABLe was rated favorably to previous paper-pencil US-based CBM measures they had employed. Implications for reading assessment and practice in the Indian context will be discussed.

The present study examined the utility of two progress monitoring assessment schedules (bimonthly and monthly) as alternatives to monitoring once weekly with curriculum-based measurement in reading (CBM-R). General education students (N = 93) in Grades 2-4 who were at risk for reading difficulties but not yet receiving special education services had their progress monitored via three assessment schedules across 1 academic year. Four mixedfactorial analyses of variance tested the effect of progress monitoring schedule (weekly, bimonthly, monthly), grade (2, 3, and 4), and the interaction effect between schedule and grade on four progress monitoring outcomes: intercept, slope, standard error of the estimate, and standard error of the slope. Results indicated that (a) progress monitoring schedule significantly predicted each outcome, (b) grade predicted each progress monitoring outcome except the standard error of the slope, and (c) the effect of schedule on each outcome did not depend on students' grade levels. Overall, findings from this study reveal that collecting CBM-R data less frequently than weekly may be a viable option for educators monitoring the progress of students in Grades 2-4 who are at risk for reading difficulties. Data-based decision making is a key component of effective multitiered systems of support (MTSS). Within MTSS, all students are screened three times per year. Students who do not meet norm-referenced expectations are identified as being "at risk," and have their progress monitored frequently. Scores from frequent progress monitoring are used to make decisions about the effectiveness of core instruction and/or supplemental intervention for individual students. Despite a nearly 40-year history, research investigating the interpretations and use of scores from curriculum-based

ABSTRACTThis study examines the stability of the SAT® scale from 1994 to 2001. A 1994 form and a 2001 form were readministered in a 2005 SAT administration, and the 1994 form was equated to the 2001 form. The new conversion was compared to the old conversion. Both the verbal and math sections exhibit a similar degree of scale drift, but in opposite directions: the verbal scale has drifted upward, whereas the math scale has drifted downward. We suggest testing programs monitor the score scales periodically by building a testing form schedule that allows a systematic and periodic checking of scale stability.

La mejora del sentido de número en niños de preescolar con bajo rendimiento en matemáticas. Resumen: El presente estudio evaluó la eficacia del programa de intervención educativa denominado Jugando con los números-2 en el aprendizaje matemático temprano. Este software incide en el aprendizaje y el perfeccionamiento de las habilidades de razonamiento matemático utilizando un procedimiento basado en la evidencia. Un total de 156 niños y niñas en edad preescolar (edad media = 65.39 meses) los cuales fueron evaluados mediante el instrumento Early Numeracy Test (ENT), un test computarizado para evaluar la competencia matemática temprana. Se utilizó un diseño experimental con grupo control y evaluaciones pre y post-intervención. Se obtuvieron diferencias significativas antes y después de la intervención para el grupo experimental mostrando un incremento en las puntuaciones arrojadas que fueron significativamente superiores a las alcanzadas por el grupo control. El tamaño del efecto fue también significativo (d = 1.35; y r = .56). Esta intervención educativa utilizando como base un programa computarizado no pretende reemplazar la instrucción tradicional, pero puede ayudar a mejorar el rendimiento de los estudiantes jóvenes en riesgo de desarrollar dificultades de aprendizaje de las matemáticas. Palabras clave: Matemática temprana; bajo rendimiento en matemáticas; educación infantil; intervención basada en ordenadores.

Achievement growth in math is often framed in the context of monitoring student progress within a Response to Intervention (RTI) approach to teaching and learning. In this research brief we report on a study that examined initial status and within-year growth for fourth grade students who received short progress-monitoring assessments in math during the 2011-2012 school year. Our results suggested that while growth in math was statistically observable and linear, given the amount of growth relative to the 16-point scale of the progress-monitoring probes used, it might have limited utility to teachers operating within an RTI framework. Additional research on withinyear growth in math is suggested, especially as it relates to the influence of assessment design and instructional practices on such growth.