Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening

Autor/inn/en	Ford, Jeremy W.; Missall, Kristen N.; Hosp, John L.; Kuhle, Jennifer L.
Titel	Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening
Quelle	In: Journal of Applied School Psychology, 32 (2016) 4, S.329-353 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2016.1207738
Schlagwörter	Comparative Analysis; Curriculum Based Assessment; Cloze Procedure; Multiple Choice Tests; Scoring; Screening Tests; Test Interpretation; Reading Tests; Silent Reading; Elementary School Students; Middle School Students; Emergent Literacy; Reading Fluency; Standardized Tests; Achievement Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Lückentext; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Bewertung; Screening-Verfahren; Test analysis; Testauswertung; Lesetest; Stilles Lesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Frühleseunterricht; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Advances in maze selection curriculum-based measurement have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two curriculum-based measurements for maze selection. Student performance on the two was compared across different scoring metrics. Limitations and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01