Curriculum-Based Measurement in the Content Areas: Vocabulary Matching as an Indicator of Progress in Social Studies Learning

Autor/inn/en	Espin, Christine A.; Shin, Jongho; Busch, Todd W.
Titel	Curriculum-Based Measurement in the Content Areas: Vocabulary Matching as an Indicator of Progress in Social Studies Learning
Quelle	In: Journal of Learning Disabilities, 38 (2005) 4, S.353 (1 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
Schlagwörter	Program Effectiveness; Validity; Social Studies; Curriculum Based Assessment; Learning Disabilities; Iowa; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Gültigkeit; Gemeinschaftskunde; Learning handicap; Lernbehinderung
Abstract	The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the "Iowa Test of Basic Skills" (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10