Using Mathematics Curriculum Based Measurement To Predict Fourth Graders Performance On The Washington Assessment Of Student Learning
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Curriculum-based Measurement as a Predictor of Performance on the Washington Assessment of Student Learning (WASL) for Fourth Grade Students
Author | : Rebecca A. Thayer |
Publisher | : |
Total Pages | : 100 |
Release | : 2003 |
Genre | : Academic achievement |
ISBN | : |
"The purpose of this study is to evaluate Curriculum-Based Measurement (CBM) performance as a predictor of student performance on the Washington Assessment of Student Learning (WASL) for fourth grade students through the administration of reading, spelling, math computation, and written expression CBM probes to 38 fourth- grade students attending an inland northwest elementary school. Linear regression analyses of CBM and WASL data indicated that CBM performance was a significant predictor of WASL performance for these students"--Document.
Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning
Author | : Kristine Alisa Morris |
Publisher | : |
Total Pages | : 94 |
Release | : 2008 |
Genre | : Curriculum-based assessment |
ISBN | : |
The Relationship Between Math Curriculum Based Measurements and the Washington Assessment of Student Learning
Author | : Heather E. Thoburn |
Publisher | : |
Total Pages | : 44 |
Release | : 2009 |
Genre | : Curriculum-based assessment |
ISBN | : |
"The educational system has placed an emphasis on reading instruction and assessment. Districts are now making a change to place more attention on the area of mathematics. The challenge of helping all students at their level of instruction has become more noticeable and systems are beginning to make a change to the response to intervention model. More of an importance is placed on monitoring students and ensuring that all are receiving appropriate instruction and interventions. Curriculum-based measurement in math offers an efficient way to assess and monitor progress in math calculation. The current study examines the technical adequacy of a school created math screening tool by investigating reliability and criterion related validity of the measure. The relationship between the screening tool, the WASL math test, and a published math CBM with national norms (AIMSweb) is examined with a sample of 278 fourth and fifth grade students. The screener demonstrated strong reliability evidence and has some evidence for validity"--Document.
CBM as a Predictor of WASL Performance for Rural Fourth Grade Students
Author | : Michelle E. Mace |
Publisher | : |
Total Pages | : 126 |
Release | : 2006 |
Genre | : Curriculum-based assessment |
ISBN | : |
"The purpose of this study was to evaluate whether Curriculum-Based Measurement (CBM) performance predicted Washington Assessment of Student Learning (WASL) performance for Grade 4 students in a rural Inland Northwest elementary school. Participants included 673 Grade 4 students who were administered CBM Reading, Math Computation, Written Expression, and Spelling measures in Fall, Winter, and Spring of the 2003-2004 and 2004-2005 school years and who were administered the WASL in the Spring of those same years. Linear regression analyses indicated that CBM Reading, Math Computation, and Written Expression measures predicted performance on the corresponding WASL subtests. Chi-square analyses determined CBM cut scores for passing status on each WASL subtest. Findings are discussed in the context of current federal legislation mandating adequate academic progress for all students"--Document.
Measuring Up
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 177 |
Release | : 1993-02-01 |
Genre | : Education |
ISBN | : 0309048451 |
Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education. Policymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future. single copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply)
Practitioner’s Guide to Curriculum-Based Evaluation in Reading
Author | : Jason E. Harlacher |
Publisher | : Springer Science & Business Media |
Total Pages | : 307 |
Release | : 2013-12-11 |
Genre | : Psychology |
ISBN | : 1461493609 |
The educators are dedicated and concerned. The curriculum is successful. Yet some students aren't reading at grade level, and meetings air problems without making progress. Many students continue to flounder, leading to more meetings with the same lack of meaningful results. The Practitioner’s Guide to Curriculum-Based Evaluation in Reading gives researchers and professionals the means to break this frustrating cycle, crafted by authors who have not only been there and done that, but can explain in depth how to replicate the method. Focusing on reading but applicable across subject areas, this highly accessible guide defines curriculum-based evaluation (CBE), provides conceptual background, and analyzes its component steps. Assessment and intervention are given equal attention within a problem-solving model featuring tools for skill assessment, progress monitoring, goal setting, and other bedrock tasks. Chapters build to lead readers beyond classroom strategies to guidelines for problem solving and decision making to effectively address individual student needs. Included in the coverage: The curriculum-based evaluation process. Relating CBE to the Multi-Tier System of Support model. Using CBE in daily practice, both in classwork and schoolwide. Decoding, early literacy, and reading comprehension. Progress monitoring and decision making. Plus FAQs, handouts, and other supplemental materials. This level of educational insight and pedagogical detail make the Practitioner’s Guide to Curriculum-Based Evaluation in Reading a clarion call for researchers, graduate students, and professionals in school and clinical child psychology; assessment, testing, and evaluation; applied linguistics; language education; special education and allied education; educational psychology; and social work.
Curriculum-based Measurement
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.
Student Performance in the Area of Mathematics
Author | : Jill M. Olson |
Publisher | : |
Total Pages | : 50 |
Release | : 2009 |
Genre | : Academic achievement |
ISBN | : |
"The current study examines the reliability and validity of a district screener as well as the screener's ability to predict student performance. Students were administered a math screener created by teachers and district administrators at the end of their 6th grade year. These scores were then compared to scores on AIMSweb's Curriculum-Based Measurement math assessment (M-CBM) as well as the Washington Assessment of Student Learning (WASL). The screener exhibited a high level of internal consistency and had moderate to strong correlations with the WASL scores, AIMSweb M-CBM, as well as the students' grades the following year. These results suggest a district-created tool, such as the one in this study, would be an adequate predictor of student performance on high stakes testing and useful in determining placement in leveled math programs"--Document.