Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 22
Book Description
The easyCBM♭ CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM♭ CCSS Math tests by evaluating the relation between students' scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10th edition (SAT-10). High correlations between the two would provide evidence for the validity of the easyCBM♭ CCSS Math Measures, while a low relation would provide evidence that the measures are targeting different constructs and/or functioning differently. We explore the relation between the measures using both correlational and regression analyses. Results suggest a high relation between the measures, adding to the validity evidence for the easyCBM♭ CCSS Math measures.
Criterion Validity Evidence for the EasyCBM♭ CCSS Math Measures
Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 22
Book Description
The easyCBM♭ CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM♭ CCSS Math tests by evaluating the relation between students' scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10th edition (SAT-10). High correlations between the two would provide evidence for the validity of the easyCBM♭ CCSS Math Measures, while a low relation would provide evidence that the measures are targeting different constructs and/or functioning differently. We explore the relation between the measures using both correlational and regression analyses. Results suggest a high relation between the measures, adding to the validity evidence for the easyCBM♭ CCSS Math measures.
Publisher:
ISBN:
Category :
Languages : en
Pages : 22
Book Description
The easyCBM♭ CCSS Math tests were developed to help inform teachers' instructional decisions by providing relevant information on students' mathematical skills, relative to the Common Core State Standards (CCSS). This technical report describes a study to explore the validity of the easyCBM♭ CCSS Math tests by evaluating the relation between students' scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10th edition (SAT-10). High correlations between the two would provide evidence for the validity of the easyCBM♭ CCSS Math Measures, while a low relation would provide evidence that the measures are targeting different constructs and/or functioning differently. We explore the relation between the measures using both correlational and regression analyses. Results suggest a high relation between the measures, adding to the validity evidence for the easyCBM♭ CCSS Math measures.
EasyCBM[R] Mathematics Criterion Related Validity Evidence
Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
Book Description
In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would not be predicted to pass the state test. In Oregon, new performance level standards were adopted for the 2010-2011 school year. We use regression and correlation analyses to examine the relation between easyCBM[R] and Oregon's state test, paying particular attention to the predictive accuracy given the new performance standards. (Contains 1 table.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
Book Description
In this technical report, we present the results of a study examining the relation between the math measures available on the easyCBM[R] online benchmark and progress monitoring assessment system and the Oregon statewide assessment of mathematics. Designed for use within a response to intervention (RTI) framework, easyCBM[R] is intended to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would not be predicted to pass the state test. In Oregon, new performance level standards were adopted for the 2010-2011 school year. We use regression and correlation analyses to examine the relation between easyCBM[R] and Oregon's state test, paying particular attention to the predictive accuracy given the new performance standards. (Contains 1 table.).
EasyCBM[R] Mathematics Criterion Related Validity Evidence
Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relationship between the measures, and use scatterplots to view this relationship with respect to cut scores. (Contains 1 table.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for failure. Often, students deemed at-risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relationship between the measures, and use scatterplots to view this relationship with respect to cut scores. (Contains 1 table.).
EasyCBM[R] Reading Criterion Related Validity Evidence
Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contais 1 table.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. Previous research has shown that educators using easyCBM[R] may classify students as at-risk or not for passing the Oregon state test with a high degree of accuracy. In this technical report, we report on an extension of this research, examining the relation between easyCBM[R] and the test used for accountability in Washington state. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contais 1 table.).
EasyCBM[R] Reading Criterion Related Validity Evidence
Author: Daniel Anderson
Publisher:
ISBN:
Category :
Languages : en
Pages : 225
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. In this technical report, we examine the relation between the easyCBM[R] reading tests and the reading portion of the state test used for accountability in Oregon. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contains 1 table.).
Publisher:
ISBN:
Category :
Languages : en
Pages : 225
Book Description
EasyCBM[R] is an online benchmark and progress monitoring assessment system designed for use within a response to intervention (RTI) framework. Part of the purpose of easyCBM[R] is to help educators identify students who may be at risk for academic failure. Often, students deemed at risk are those who would be predicted to not pass the state test. In this technical report, we examine the relation between the easyCBM[R] reading tests and the reading portion of the state test used for accountability in Oregon. We conduct regression and correlation analyses to examine the relation between the measures, and use scatterplots to illustrate this relation with respect to cut scores. (Contains 1 table.).
The Development and Scaling of the EasyCBM CCSS Elementary Mathematics Measures
Author: Jessica L. Saven
Publisher:
ISBN:
Category :
Languages : en
Pages : 499
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Publisher:
ISBN:
Category :
Languages : en
Pages : 499
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Development and Scaling of the EasyCBM CCSS Elementary Mathematics Measures
Author: P. Shawn Irvin
Publisher:
ISBN:
Category :
Languages : en
Pages : 505
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Publisher:
ISBN:
Category :
Languages : en
Pages : 505
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Development and Scaling of the EasyCBM CCSS Elementary Mathematics Measures
Author: Jessica L. Saven
Publisher:
ISBN:
Category :
Languages : en
Pages : 507
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Publisher:
ISBN:
Category :
Languages : en
Pages : 507
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Development and Scaling of the EasyCBM CCSS Elementary Mathematics Measures
Author: P. Shawn Irvin
Publisher:
ISBN:
Category :
Languages : en
Pages : 391
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Publisher:
ISBN:
Category :
Languages : en
Pages : 391
Book Description
The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Criterion-Related Evidence Using EasyCBM[R] Reading Measures and Student Demographics to Predict State Test Performance in Grades 3-8. Technical Report # 0910
Author: Gerald Tindal
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
In this technical report, data are presented on the predictive and concurrent relation between various student demographic variables (gender, race/ethnicity, special education status, Title 1 status, English language learning status, and economic disadvantage) and three reading easyCBMs (passage reading fluency, vocabulary, and multiple-choice comprehension) with a criterion measure of the Oregon Assessment of Knowledge and Skills (OAKS). The findings are replicated for two school districts and across three time periods. Consistently, a significant amount of the variance for the criterion measure is explained by the combination of variables, particularly from the three reading measures.
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
Book Description
In this technical report, data are presented on the predictive and concurrent relation between various student demographic variables (gender, race/ethnicity, special education status, Title 1 status, English language learning status, and economic disadvantage) and three reading easyCBMs (passage reading fluency, vocabulary, and multiple-choice comprehension) with a criterion measure of the Oregon Assessment of Knowledge and Skills (OAKS). The findings are replicated for two school districts and across three time periods. Consistently, a significant amount of the variance for the criterion measure is explained by the combination of variables, particularly from the three reading measures.