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Direct linkJohnson, Evelyn S.; Semmelroth, Carrie; Allison, Jennifer; Fritsch, Teresa – Assessment for Effective Intervention, 2013
The use of Curriculum-Based Measures is rapidly expanding to the middle school level, where maze passages are frequently used to monitor progress in reading. At secondary grade levels, the focus of reading is on reading to learn, especially in the content areas. Therefore, we were interested in developing maze passages based on grade-level science…
Descriptors: Middle School Students, Grade 7, Curriculum Based Assessment, Cloze Procedure
Chung, Siuman; Espin, Christine A. – Assessment for Effective Intervention, 2013
The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Secondary School Students, Second Language Learning
Tolar, Tammy D.; Barth, Amy E.; Francis, David J.; Fletcher, Jack M.; Stuebing, Karla K.; Vaughn, Sharon – Assessment for Effective Intervention, 2012
Maze tasks have appealing properties as progress-monitoring tools, but there is a need for a thorough examination of the psychometric properties of Maze tasks among middle school students. We evaluated form effects, reliability, validity, and practice effects of Maze among students in Grades 6 through 8. We administered the same (familiar) and…
Descriptors: Middle School Students, Cloze Procedure, Multiple Choice Tests, Reading Tests
