Using Math and Reading Curriculum-Based Measurements to Predict State Mathematics Test Performance
| Autor: | Stanley L. Deno, Cynthia L. Jiban |
|---|---|
| Rok vydání: | 2007 |
| Předmět: |
Predictive validity
business.industry media_common.quotation_subject 05 social sciences 050301 education Standardized test Variance (accounting) Test validity Education Test (assessment) Curriculum-based measurement Reading (process) General Health Professions Developmental and Educational Psychology Criterion validity Mathematics education 0501 psychology and cognitive sciences Psychology business 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Assessment for Effective Intervention. 32:78-89 |
| ISSN: | 1938-7458 1534-5084 |
| DOI: | 10.1177/15345084070320020501 |
| Popis: | This study investigated the technical adequacy of 3 simple, 1-min curriculum-based measurements (CBM) for predicting third (n = 35) and fifth (n = 49) graders' performance on a state standards test of mathematics. Measures included 2 numeric CBMs: a traditional basic facts measure and a new “cloze” math facts measure, designed to require deeper understanding of fact families. A silent reading measure served as third predictor CBM. Results indicated that reliability and criterion validity of 1-min administrations were insufficient. When scores from 2 administrations were aggregated, moderate correlations were achieved. Results of aggression analysis showed that reading and cloze math measures each made significant unique contributions to explaining performance on the state math test and together explained 52% of variance at fifth grade and 27% at third grade. |
| Databáze: | OpenAIRE |
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