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Direct linkHintze, John M.; Silberglitt, Benjamin – School Psychology Review, 2005
The purpose of this study was to compare different statistical and methodological approaches to standard setting and determining cut scores using R-CBM and performance on high-stakes tests. One thousand seven hundred and sixty-six students were followed longitudinally from first through third grades using R-CBM benchmark assessment. In addition,…
Descriptors: Predictive Validity, High Stakes Tests, Standard Setting, Clinical Diagnosis
Silberglitt, Benjamin; Hintze, John – Journal of Psychoeducational Assessment, 2005
This study outlines a formative assessment system using a consistent set of cut scores on Curriculum-Based Measurement-Reading (CBM-R) probes and investigates four statistical methods for establishing cut scores. Cut scores were established using the Minnesota statewide achievement test in reading at grade 3 as the criterion for a successful…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Achievement Tests, Program Effectiveness
