An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring

Autor/inn/en	Hintze, John M.; Christ, Theodore J.
Titel	An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring
Quelle	In: School Psychology Review, 33 (2004) 2, S.204-217 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Error of Measurement; Curriculum Based Assessment; Elementary Education; Elementary School Students; Student Evaluation; Evaluation Methods; Test Reliability; Difficulty Level; Reading Tests + Suchen Sie Ihr Suchwort? Messfehler; Elementarunterricht; Schulnote; Studentische Bewertung; Testreliabilität; Schwierigkeitsgrad; Lesetest
Abstract	This study examined the effects of controlling the level of difficulty on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 99 students in Grades 2 through 5 who were administered CBM reading passage probes twice weekly over an 11-week period. Two sets of CBM reading progress monitoring materials were compared: (a) grade level material that was controlled for difficulty, and (b) uncontrolled randomly selected material from graded readers. Students' rate of progress in each progress monitoring series was summarized for slope, standard error of estimate, and standard error of slope. Results suggested that controlled reading passages significantly reduced measurement error as compared to uncontrolled reading passages, leading to increased sensitivity and reliability of measurement. (Author).
Anmerkungen	National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10