A Comparison of Two Content Area Curriculum-Based Measurement Tools
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| Title: | A Comparison of Two Content Area Curriculum-Based Measurement Tools |
|---|---|
| Language: | English |
| Authors: | Ford, Jeremy W., Conoyer, Sarah J., Lembke, Erica S., Smith, R. Alex, Hosp, John L. |
| Source: | Assessment for Effective Intervention. Mar 2018 43(2):121-127. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 8 |
| Descriptors: | Curriculum Based Assessment, Evaluation Methods, Measurement Techniques, Comparative Analysis, Methods Research, Test Format, Grade 8, Science Tests, Criterion Referenced Tests, Test Reliability, Test Validity, Statistical Analysis |
| DOI: | 10.1177/1534508417736753 |
| ISSN: | 1534-5084 |
| Abstract: | In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences in alternate form reliability and validity of scores or any differences in accuracy of prediction of scores on the state standardized science assessment. Overall, 25 eighth-grade science students were administered two SV-S and two VM forms with identical items along with spring eighth-grade maze passages from Aimsweb. Students had recently taken the eighth-grade state science test. Results regarding technical adequacy for each CBM tool were consistent with past findings. However, this study extends the literature base on CBM tools in science by providing evidence for using standards to develop VM forms. In addition, despite probable ceiling effects, additional evidence was found for the potential of SV-S as a CBM tool in science. |
| Abstractor: | As Provided |
| Number of References: | 25 |
| Entry Date: | 2018 |
| Accession Number: | EJ1169688 |
| Database: | ERIC |
| Abstract: | In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences in alternate form reliability and validity of scores or any differences in accuracy of prediction of scores on the state standardized science assessment. Overall, 25 eighth-grade science students were administered two SV-S and two VM forms with identical items along with spring eighth-grade maze passages from Aimsweb. Students had recently taken the eighth-grade state science test. Results regarding technical adequacy for each CBM tool were consistent with past findings. However, this study extends the literature base on CBM tools in science by providing evidence for using standards to develop VM forms. In addition, despite probable ceiling effects, additional evidence was found for the potential of SV-S as a CBM tool in science. |
|---|---|
| ISSN: | 1534-5084 |
| DOI: | 10.1177/1534508417736753 |
