| Abstrakt: |
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 =.92, 95% confidence interval [CI] = [.85,.96]). Typical forms produced a moderate reliability coefficient (r =. 58, 95% CI = [.32,.76]). Regarding concurrent validity, multipage forms were also strongly correlated (r =.71, 95% CI = [.50,.84]; r =. 72, 95% CI = [.51,.85]) while typical forms were weakly correlated (r =.40, 95% CI = [.10,.64]; r =.47, 95% CI = [.17,.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. [ABSTRACT FROM AUTHOR] |
