Curriculum-based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies.

Espin, Christine A.; Busch, Todd W.; Shin, Jongho; Kruschwitz, Ron

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Peer reviewed

ERIC Number: EJ630922

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0938-8982

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Curriculum-based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies.

Espin, Christine A.; Busch, Todd W.; Shin, Jongho; Kruschwitz, Ron

Learning Disabilities: Research & Practice, v16 n3 p142-51 Aug 2001

A study examined the reliability and validity of two curriculum-based measures (CBMs) as indicators of the performance of 58 7th-graders in a content-area classroom. CBM measures were student- and administrator-read vocabulary-matching probes. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Scores for students with learning disabilities (n=5) were lower. (Contains references.) (Author/CR)

Descriptors: Curriculum Based Assessment, Evaluation Methods, Grade 7, Learning Disabilities, Middle Schools, Secondary Education, Social Studies, Student Evaluation, Test Reliability, Test Validity, Vocabulary Development

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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