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Direct linkKeller-Margulis, Milena A.; Mercer, Sterett H.; Shapiro, Edward S. – Assessment for Effective Intervention, 2014
Recent research on annual growth measured using curriculum-based measurement (CBM) indicates that growth may not be linear across the year and instead varies across semesters. Numerous studies in reading have confirmed this phenomenon with only one study of math computation yielding a similar finding. This study further investigated the presence…
Descriptors: Mathematics Curriculum, Benchmarking, Curriculum Based Assessment, Mathematics Achievement
Laracy, Seth D.; Hojnoski, Robin L.; Dever, Bridget V. – Assessment for Effective Intervention, 2016
Receiver operating characteristic curve (ROC) analysis was used to investigate the ability of early numeracy curriculum-based measures (EN-CBM) administered in preschool to predict performance below the 25th and 40th percentiles on a quantity discrimination measure in kindergarten. Areas under the curve derived from a sample of 279 students ranged…
Descriptors: Numeracy, Kindergarten, Decision Making, Mathematics
Yeo, Seungsoo; Fearrington, Jamie Y.; Christ, Theodore J. – Assessment for Effective Intervention, 2012
Oral reading tasks and Maze reading tasks are often used interchangeably to assess the level and rate of reading skill development. This study examined the concurrent validity of growth estimates derived from "Curriculum-Based Measurement of Oral Reading" (CBM-R) and "Maze Reading" (CBM-mR). Participants were 1,528 students…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Tests, Cloze Procedure
