Predicting State Standardized Achievement Test Scores Using Curriculum Based Measurement in Third Grade
Author | : Lindsey Mitts |
Publisher | : |
Total Pages | : 78 |
Release | : 2006 |
Genre | : Achievement tests |
ISBN | : |
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Author | : Lindsey Mitts |
Publisher | : |
Total Pages | : 78 |
Release | : 2006 |
Genre | : Achievement tests |
ISBN | : |
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 | : 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 | : Thomas J. Gambrel |
Publisher | : |
Total Pages | : 106 |
Release | : 2014 |
Genre | : Electronic dissertations |
ISBN | : |
The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and accountability within American education. States were charged with developing more rigorous systems to specifically address areas such as critical academic skill proficiency, empirically validated instruction and intervention, and overall student performance as measured on annual statewide achievement tests. Educational practice has shown that foundational math ability can be easily assessed through student performance on Curriculum-Based Measurements of Math Computational Fluency (CBM-M). Research on the application of CBM-M's predictive validity across specific academic math abilities as measured by state standardized tests is currently limited. In addition, little research is available on the differential effects of ethnic subgroups and gender in this area. This study investigated the effectiveness of using CBM-M measures to predict achievement on high stakes tests, as well as whether or not there are significant differential effects of ethnic subgroups and gender. Study participants included 358 students across six elementary schools in a large suburban school district in Arizona that utilizes the Response to Intervention (RTI) model. Participants' CBM-M scores from the first through third grade years and their third grade standardized achievement test scores were collected. Pearson product-moment and Spearman correlations were used to determine how well CBM-M scores and specific math skills are related. The predictive validity of CBM-M scores from the third-grade school year was also assessed to determine whether the fall, winter, or spring screening was most related to third-grade high-stakes test scores.
Author | : Kimberly Benorden |
Publisher | : |
Total Pages | : 24 |
Release | : 2016 |
Genre | : Curriculum-based assessment |
ISBN | : |
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 | : 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 | : Amy F. Chafin |
Publisher | : |
Total Pages | : 306 |
Release | : 2015 |
Genre | : Curriculum planning |
ISBN | : |
Author | : Matthew K. Burns |
Publisher | : Guilford Publications |
Total Pages | : 178 |
Release | : 2014-03-19 |
Genre | : Psychology |
ISBN | : 1462515258 |
Accessibly written and featuring illustrative case examples, this book provides a complete guide to curriculum-based assessment for instructional design (CBA-ID). CBA-ID comprises easy-to-implement, reliable, and valid procedures for determining a student's instructional level and individualizing instruction by developing tasks that are neither too hard nor too easy. It is a key tool for supporting K-8 students who are struggling in reading, math, or writing, and is ideally suited for intervention planning within multi-tiered systems of support. In a convenient large-size format, the book includes reproducible forms. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.