Curriculum Based Measurement As A Predictor Of State Standardized Test Performance For Third And Fourth Grade Students
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| Author | : Roxie A. Smith |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2005 |
| Genre | : Academic achievement |
| ISBN | : |
"The purpose of this study is to assess the efficacy of Curriculum-Based Measurement (CBM) performance as a predictor of student performance on the Iowa Test of Basic Skills (ITBS) and the Washington Assessment of Student Learning (WASL) for third- and fourth- grade elementary students in a rural inland northwest elementary school. Regression analyses indicated that CBM basic skills measures were significant predictors of iTBS and WASL subtest performance. Oral reading fluency, as measured through CBM reading probes, was the strongest predictor of performance across all subject areas of both standardized tests"--Document.
| Author | : Katherine Ann Stinson |
| Publisher | : |
| Total Pages | : 134 |
| Release | : 2011 |
| Genre | : Achievement tests |
| ISBN | : |
Curriculum-Based Measures (CBMs) in reading and their relationship to state standardized tests have been established and an important feature of CBMs. This study will examine the predictive relationship of CBMs (i.e. computation and application) in mathematics on a state standardized assessment for elementary students. This will assist educators in the early identification of problems and the adjusting of their instructional practices in order to promote proficiency on state assessments. The current study used 97 students from one school (35 third graders, 25 fourth graders, and 37 fifth graders). Students were given three probes, two weeks apart. The average scores on the probes tended to increase in all three grade levels for both computation and concepts/applications. A regression analysis indicated that both computation and application probes were significant in predicting WKCE results, indicating that math CBMs can be a valid tool in predicting future performance on WKCEs.
| Author | : Kristi R. Cabe |
| Publisher | : |
| Total Pages | : 102 |
| Release | : 2005 |
| Genre | : Academic achievement |
| ISBN | : |
"The purpose of this study was to evaluate whether Curriculum-Based Measurement (CBM) Reading and Math Computation measures predicted Iowa Test of Basic Skills (ITBS) Reading and Math performance for third-grade students. Regression analyses indicated that Words Read Correctly on CBM Reading measures and Correct Digits on CBM Math Computation measures predicted ITBS Reading and Math performance, respectively. Exploratory Pearson correlations indicated that most CBM metrics were significantly associated with both Reading and Math ITBS performance"--Document.
| Author | : Lindsey Mitts |
| Publisher | : |
| Total Pages | : 78 |
| Release | : 2006 |
| Genre | : Achievement tests |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 748 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : |
| Author | : Mark R. Shinn |
| Publisher | : Guilford Press |
| Total Pages | : 260 |
| Release | : 1989-03-17 |
| Genre | : Psychology |
| ISBN | : 9780898622317 |
Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.
| Author | : Amanda Kay Schmaltz |
| Publisher | : |
| Total Pages | : 136 |
| Release | : 2012 |
| Genre | : Curriculum-based assessment |
| ISBN | : |
This project analyzed the relationship between one district's math curriculum based measurements (CBM), reading CBMs, and North Dakota State Assessment (NDSA) scores in math. The author reviewed data from 535 students from a small city in North Dakota. The district collected AIMSweb Math Concepts and Application, Math Computation, and Oral Reading scores from second graders. The researcher then compared the same participants' third grade math state test scores to measure the predictive validity of the CBMs.The results of this study found a moderate correlation between math and reading CBMs and the distrct's state assessment scores (r=.496-.585). A regression analysis also found the combination of four sets of benchmark data collected using different math and reading CBMs accounted for the highest amount of variance on the state assessment analyzed.
| Author | : Amy F. Chafin |
| Publisher | : |
| Total Pages | : 306 |
| Release | : 2015 |
| Genre | : Curriculum planning |
| ISBN | : |
| Author | : Erin Elizabeth Ax |
| Publisher | : |
| Total Pages | : |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
As evidenced by the current study, R-CBM may help identify students who are at-risk for reading failure and FCAT failure so that intensive interventions can be implemented early and student progress frequently monitored.
| Author | : John Hosp |
| Publisher | : Dude Publishing |
| Total Pages | : 0 |
| Release | : 2012 |
| Genre | : |
| ISBN | : 9781935609575 |
This reference guide provides an overview of the purposes and uses of curriculum-based measurement (CBM), a standardized approach to assessing student performance in order to inform educational and instructional decision making. This guide is designed for teachers, administrators, and other educators who are considering using CBM, want an introduction to CBM, or need a quick and easy reference. It is also useful for educators to use with parents and students as an introduction to CBM. Written by two of the authors of the national bestseller, The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement.
