Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading

Autor/inn/en	McGlinchey, Margaret T.; Hixson, Michael D.
Titel	Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading
Quelle	In: School Psychology Review, 33 (2004) 2, S.193-203 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Quantitative Daten; Grade 4; Educational Assessment; Reading Skills; Oral Reading; Curriculum Based Assessment; Correlation; State Standards + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Education; assessment; Bewertungssystem; Reading skill; Lesefertigkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Korrelation
Abstract	The present study investigated the correlation and predictive value of curriculum-based measurement (CBM) procedures for performance on the Michigan Educational Assessment Program's (MEAP) fourth grade reading assessment. A 1-minute oral reading sample was used to predict MEAP performance 2 weeks later. A positive correlation was established between the two measures. The positive and negative predictive power of the reading sample was higher than the base rates of failing and passing the MEAP. This relationship has been demonstrated across 1,362 students during 8 years of MEAP testing. The results support the use of CBM for monitoring reading progress, and establishing which students are at risk for low reading skills and failing state tests. (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