Download or read book Criterion Validity of Mathematics Curriculum based Measurement written by Giancarlo A. Anselmo and published by . This book was released on 2014 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Math Curriculum Based Measurements and the Washington Assessment of Student Learning written by Heather E. Thoburn and published by . This book was released on 2009 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The educational system has placed an emphasis on reading instruction and assessment. Districts are now making a change to place more attention on the area of mathematics. The challenge of helping all students at their level of instruction has become more noticeable and systems are beginning to make a change to the response to intervention model. More of an importance is placed on monitoring students and ensuring that all are receiving appropriate instruction and interventions. Curriculum-based measurement in math offers an efficient way to assess and monitor progress in math calculation. The current study examines the technical adequacy of a school created math screening tool by investigating reliability and criterion related validity of the measure. The relationship between the screening tool, the WASL math test, and a published math CBM with national norms (AIMSweb) is examined with a sample of 278 fourth and fifth grade students. The screener demonstrated strong reliability evidence and has some evidence for validity"--Document.

Download or read book A Systematic Reivew sic and Meta analysis of Criterion related Validity in Early Mathematics Curriculum based Measurement written by Leigh M. McCulloch and published by . This book was released on 2010 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research interest in early mathematics curriculum-based measurement (EM-CBM) has increased substantially throughout the course of the past decade. There has been a significant increase in the number of published studies regarding the validation of EM-CBM. Currently, however, there is no quantification or summarization of the multitude of research studies. Curriculum-based measurement can be used in various ways in a school: (a) screening students, (b) monitoring progress, (c) identifying student strengths and weaknesses, and (d) predicting student performance on standardized assessments. Mathematics criterion measures are standardized, norm-referenced, individually administered tests. The purpose of administering mathematics criterion measures in the studies that will be synthesized in the proposed meta-analysis was to establish validity of early mathematics curriculum-based measurement. Mathematics criterion measures are also administered in order to measure an individual's math achievement level, as compared with same aged peers in a norm-referenced group. Finally, math criterion tests are necessary in order to define the construct that early mathematics CBM is purportedly measuring. A meta-analysis technique was used to quantify the predictor-criterion relationship between EM-CBM and standardized norm-referenced math achievement tests. Research databases were searched to collect all relevant publications. The articles included reported correlation coefficients between EM-CBM and norm referenced standardized achievement tests, used a clear, standardized administration and scoring criteria, administered standardized math criterion assessments concurrently with, or after, the administration of the EM-CBM, and included a sample of participants in the grades between Pre-K and 2. Correlation coefficients were obtained for each predictor-criterion relationship of interest and used as the primary units of analyses. The first hypothesis was that there would be a strong, positive correlation between the predictor and criterion measures. The results support this hypothesis and indicate that the mean correlation between early numeracy and math achievement is .49. This correlation coefficient signifies a moderate-to-strong relationship between the two variables. The second objective of this study was to examine the variables which influence the relationship between early numeracy and math achievement and determine which variables are moderators. There were six variables that were identified as moderators: correlation type, predictor skill, criterion skill, grade level, procedural integrity, and predictor category. Specifically, these six variables were qualitative variables found to influence the strength of the relationship between the predictor and criterion variables.

Download or read book The Criterion related Validity of Curriculum based Measures of Math written by David Putnam and published by . This book was released on 1989 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards written by Linda D. Hall and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special education evaluations, and dropout rates. Studies have shown that curriculum based measurement (CBM) is a well-established tool for formative assessment, and could potentially be used for other purposes such as a prediction of state standards test scores, however to date there are limited validity studies between mathematics CBM and standard-based assessment. This research examined a brief assessment that reported to be aligned to national curriculum standards in order to predict student performance on state standards-based mathematics curriculum, identify students at-risk of failure, and plan instruction. Evidence was gathered on the System to Enhance Educational Performance Grade 3 Focal Mathematics Assessment Instrument (STEEP3M) as a formative, universal screener. Using a sample of 337 students and 22 instructional staff, four qualities of the STEEP3M were examined: a) internal consistency and criterion related validity (concurrent); b) screening students for a multi-tiered decision-making process; c) utility for instructional planning and intervention recommendations; and d) efficiency of administration, scoring, and reporting results which were the basis of the four research questions for this study. Several optimized solutions were generated from Receiver Operator Curve (ROC) statistical analysis; however none demonstrated that the STEEP3M maximized either sensitivity or specificity. In semi-structured interviews teachers reported that they would consider using the STEEP3M, however only as a part of a decision-making rubric along with other measures. Further, teachers indicated that lessons are developed before the school year starts, more in response to the sequence of the state standards than to students' needs. While the STEEP3M was sufficiently long enough for high-stakes or criterion-referenced decisions, this study found that the test does not provide sufficient diagnostic information for multi-tiered decision-making for intervention or instructional planning. Although practical and efficient to administer, the conclusions of this study show the test does not provide sufficient information on the content domain and does not accurately classify students in need of assistance.

Download or read book Curriculum based Measurement written by Mark R. Shinn and published by Guilford Press. This book was released on 1989-03-17 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.

Download or read book Curriculum based Measurement written by Mark R. Shinn and published by Guilford Press. This book was released on 1989-03-17 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.

Download or read book Gender Differences in Curriculum based Measures written by Kristi Guzzonato and published by . This book was released on 1991 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Predictive Validity of Mathematics curriculum Based Measurement written by Sara Browning Reynolds and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Written Expression Curriculum Based Measurement and the Washington Assessment of Student Learning written by Sara R. Webb and published by . This book was released on 2008 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Writing is an essential skill one must have to function in society. Writing instruction and assessment have not been at the forefront of education in America when compared to reading and math. Curriculum Based Measurement in Written Expression (WE-CBM) offers and efficient way to assess and monitory progress in writing. The current study examines the interrater reliability, test-retest reliability, and criterion validity of WE-CBM with a sample of sixty-seven fifth grade students by evaluating the relationship of WE-CBM to the Washington Assessment of Student Learning (WASL). Test-retest reliability and interrater reliability were established. Criterion validity was established among the two scoring methods for WE-CBM but not for both scoring methods in relation to the WASL"--Document.

Download or read book JEBPS Vol 12 N1 written by Journal of Evidence-Based Practices for Schools and published by Rowman & Littlefield. This book was released on 2011-02-16 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school-based professionals through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines. The Journal of Evidence-Based Practices for Schools differs from other scholarly journals in that it features articles that demonstrate empirically-based procedures for readers to apply the practice in their setting.

Download or read book Reliability and Validity of Three General Outcome Measures for Low achieving Students in Secondary Mathematics written by Anne Marie Foegen and published by . This book was released on 1995 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Curriculum Based Assessment written by Charles H. Hargis and published by Charles C. Thomas Publisher. This book was released on 1995 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The ABCs of CBM Second Edition written by Michelle K. Hosp and published by Guilford Publications. This book was released on 2016-04-05 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Machine generated contents note: 1. What Is CBM and Why Should I Do It? -- 2. CBM for Assessment and Problem Solving -- 3. How to Conduct Early Reading CBM -- 4. How to Conduct Reading CBM -- 5. How to Conduct Spelling CBM -- 6. How to Conduct Writing CBM -- 7. How to Conduct Early Numeracy CBM -- 8. How to Conduct Math CBM -- 9. How to Conduct Content-Area CBM -- 10. Charting and Graphing Data to Help Make Decisions -- 11. Planning to Use CBM--and Keeping It Going -- Appendix A. Norms for Early Reading CBM, OPR CBM, and Maze CBM -- Appendix B. Reproducible Quick Guides and Forms for Conducting CBM -- References -- Index

Download or read book Criterion Validity of Curriculum Based Assessment and Correlation with Teacher Ratings and ITBS Scores written by Julie Schendel and published by . This book was released on 1989 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study found several non-traditional assessment tools to be good predictors of current reading group instruction for regular education and mildly handicapped children. ITBS reading scores, CBM reading probes, and a teacher rating scale (TRAP) were able to stratify a large sample of elementary school-age into Chapter I, resource room, or regular education reading groups with 76% accuracy.

Download or read book Handbook of Pediatric Neuropsychology written by Andrew S. Davis, PhD and published by Springer Publishing Company. This book was released on 2010-10-25 with total page 1189 pages. Available in PDF, EPUB and Kindle. Book excerpt: ìBy far, the most comprehensive and detailed coverage of pediatric neuropsychology available in a single book today, Davis provides coverage of basic principles of pediatric neuropsychology, but overall the work highlights applications to daily practice and special problems encountered by the pediatric neuropsychologist.î Cecil R. Reynolds, PhD Texas A&M University "The breadth and depth of this body of work is impressive. Chapters written by some of the best researchers and authors in the field of pediatric neuropsychology address every possible perspective on brain-behavior relationships culminating in an encyclopedic textÖ. This [book] reflects how far and wide pediatric neuropsychology has come in the past 20 years and the promise of how far it will go in the next." Elaine Fletcher-Janzen, EdD, NCSP, ABPdN The Chicago School of Professional Psychology "...it would be hard to imagine a clinical situation in pediatric neuropsychology in whichthis book would fail as a valuable resource."--Archives of Clinical Neuropsychology "I believe there is much to recommend this hefty volume. It is a solid reference that I can see appreciating as a resource as I update my training bibliography."--Journal of the International Neuropsychological Society This landmark reference covers all aspects of pediatric neuropsychology from a research-based perspective, while presenting an applied focus with practical suggestions and guidelines for clinical practice. Useful both as a training manual for graduate students and as a comprehensive reference for experienced practitioners, it is an essential resource for those dealing with a pediatric population. This handbook provides an extensive overview of the most common medical conditions that neuropsychologists encounter while dealing with pediatric populations. It also discusses school-based issues such as special education law, consulting with school staff, and reintegrating children back into mainstream schools. It contains over 100 well-respected authors who are leading researchers in their respective fields. Additionally, each of the 95 chapters includes an up-to-date review of available research, resulting in the most comprehensive text on pediatric neuropsychology available in a single volume. Key Features: Provides thorough information on understanding functional neuroanatomy and development, and on using functional neuroimaging Highlights clinical practice issues, such as legal and ethical decision-making, dealing with child abuse and neglect, and working with school staff Describes a variety of professional issues that neuropsychologists must confront during their daily practice, such as ethics, multiculturalism, child abuse, forensics, and psychopharmacology

Download or read book Two Forms of Math Curriculum based Measurement written by Bridget Sarita Sweeney and published by . This book was released on 2009 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum-based measurement (CBM) is a fast, reliable, and valid set of procedures for measuring student progress in basic skills. However, the predictive validity of math computations and applications probes administered three times across the year (fall, winter, and spring) has not been compared to the TerraNova standardized assessment, nor has CBM's acceptability from corrective education teachers serving students out of the classroom been explored. In this study, nine corrective education teachers working in a large mid-Atlantic urban school district and providing corrective education services to private and parochial schools participated by administering math computations and concepts and applications CBM probes to second and/or third grade students three times. There were 453 second grade students in 19 nonpublic schools and 371 third grade students in 16 nonpublic schools who completed three computations and applications CBM probes at three different points in the year. Of these students, 133 second grade students in 13 parochial schools as well as 108 third grade students in 12 parochial schools completed the TerraNova math assessment. Through the use of multiple regression analyses, it was determined that the concepts and applications probes had significant levels of predictive validity while the computations probes were not found to have any predictive validity when compared to the Normal Curve Equivalent of the Total Math subtests. The nine corrective education teachers also completed three versions of the Assessment Rating Profile-15 (ARP-15), one prior to the use of CBM and two following its use. No significant difference was identified when comparing the results of the first rating scale with either of the second or when comparing the two different rating scales administered at the end of the year. Overall, the concepts and applications probes were found to be significantly predictive of performance on the TerraNova, Second Edition, Total Math subtests, despite the fact that the teachers did not indicate a strong like or dislike towards the use of CBM tools.