Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats

Autor/inn/en	Conoyer, Sarah J.; Wagner, Kyle B.; Janssen, Kristen K.; Jewell, Jeremy D.; McKenney, Elizabeth L. W.
Titel	Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats
Quelle	In: Assessment for Effective Intervention, 48 (2023) 4, S.211-216 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/15345084231179442
Schlagwörter	Curriculum Based Assessment; Elementary School Science; Vocabulary; Benchmarking; Elementary School Students; Grade 4; Scientific Literacy; Science Tests; Test Format; Test Reliability; Test Validity; New York + Suchen Sie Ihr Suchwort? Wortschatz; School year 04; 4. Schuljahr; Schuljahr 04; Testentwicklung; Testreliabilität; Testvalidität
Abstract	As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-matching curriculum-based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants were 77 fourth grade students from a U.S. Midwestern rural school district. Students from four different classrooms were administered either typical one-page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability (r = 0.92, 95% confidence interval [CI] = [0.85, 0.96]). Typical forms produced a moderate reliability coefficient (r = 0.58, 95% CI = [0.32, 0.76]). Regarding concurrent validity, multipage forms were also strongly correlated (r = 0.71, 95% CI = [0.50, 0.84]; r = 0.72, 95% CI = [0.51, 0.85]) while typical forms were weakly correlated (r = 0.40, 95% CI = [0.10, 0.64]; r = 0.47, 95% CI = [0.17, 0.69]) with a standardized state science assessment. The multipage format appears promising; however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01