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A Systematic Reivew Sic And Meta Analysis Of Criterion Related Validity In Early Mathematics Curriculum Based Measurement
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Book Synopsis A Systematic Reivew [sic] and Meta-analysis of Criterion-related Validity in Early Mathematics Curriculum-based Measurement by : Leigh M. McCulloch
Download or read book A Systematic Reivew [sic] and Meta-analysis of Criterion-related Validity in Early Mathematics Curriculum-based Measurement written by Leigh M. McCulloch and published by . This book was released on 2010 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research interest in early mathematics curriculum-based measurement (EM-CBM) has increased substantially throughout the course of the past decade. There has been a significant increase in the number of published studies regarding the validation of EM-CBM. Currently, however, there is no quantification or summarization of the multitude of research studies. Curriculum-based measurement can be used in various ways in a school: (a) screening students, (b) monitoring progress, (c) identifying student strengths and weaknesses, and (d) predicting student performance on standardized assessments. Mathematics criterion measures are standardized, norm-referenced, individually administered tests. The purpose of administering mathematics criterion measures in the studies that will be synthesized in the proposed meta-analysis was to establish validity of early mathematics curriculum-based measurement. Mathematics criterion measures are also administered in order to measure an individual's math achievement level, as compared with same aged peers in a norm-referenced group. Finally, math criterion tests are necessary in order to define the construct that early mathematics CBM is purportedly measuring. A meta-analysis technique was used to quantify the predictor-criterion relationship between EM-CBM and standardized norm-referenced math achievement tests. Research databases were searched to collect all relevant publications. The articles included reported correlation coefficients between EM-CBM and norm referenced standardized achievement tests, used a clear, standardized administration and scoring criteria, administered standardized math criterion assessments concurrently with, or after, the administration of the EM-CBM, and included a sample of participants in the grades between Pre-K and 2. Correlation coefficients were obtained for each predictor-criterion relationship of interest and used as the primary units of analyses. The first hypothesis was that there would be a strong, positive correlation between the predictor and criterion measures. The results support this hypothesis and indicate that the mean correlation between early numeracy and math achievement is .49. This correlation coefficient signifies a moderate-to-strong relationship between the two variables. The second objective of this study was to examine the variables which influence the relationship between early numeracy and math achievement and determine which variables are moderators. There were six variables that were identified as moderators: correlation type, predictor skill, criterion skill, grade level, procedural integrity, and predictor category. Specifically, these six variables were qualitative variables found to influence the strength of the relationship between the predictor and criterion variables.
Book Synopsis Meta-analysis of the Criterion-related Validity of Curriculum-based Measurement by : Nicholas F. Benson
Download or read book Meta-analysis of the Criterion-related Validity of Curriculum-based Measurement written by Nicholas F. Benson and published by . This book was released on 2001 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Criterion Validity of Mathematics Curriculum-based Measurement by : Giancarlo A. Anselmo
Download or read book Criterion Validity of Mathematics Curriculum-based Measurement written by Giancarlo A. Anselmo and published by . This book was released on 2014 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Criterion-related Validity of Curriculum-based Measures of Math by : David Putnam
Download or read book The Criterion-related Validity of Curriculum-based Measures of Math written by David Putnam and published by . This book was released on 1989 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Math Curriculum Based Measurements and the Washington Assessment of Student Learning by : Heather E. Thoburn
Download or read book The Relationship Between Math Curriculum Based Measurements and the Washington Assessment of Student Learning written by Heather E. Thoburn and published by . This book was released on 2009 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The educational system has placed an emphasis on reading instruction and assessment. Districts are now making a change to place more attention on the area of mathematics. The challenge of helping all students at their level of instruction has become more noticeable and systems are beginning to make a change to the response to intervention model. More of an importance is placed on monitoring students and ensuring that all are receiving appropriate instruction and interventions. Curriculum-based measurement in math offers an efficient way to assess and monitor progress in math calculation. The current study examines the technical adequacy of a school created math screening tool by investigating reliability and criterion related validity of the measure. The relationship between the screening tool, the WASL math test, and a published math CBM with national norms (AIMSweb) is examined with a sample of 278 fourth and fifth grade students. The screener demonstrated strong reliability evidence and has some evidence for validity"--Document.
Book Synopsis An Evaluation of the Criterion Related Validity of Curriculum Based Measurement by : Amy Michelle Heinrich
Download or read book An Evaluation of the Criterion Related Validity of Curriculum Based Measurement written by Amy Michelle Heinrich and published by . This book was released on 1998 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Curriculum-Based Measurement as an Intervention by : Cara DeMaris Williams
Download or read book Curriculum-Based Measurement as an Intervention written by Cara DeMaris Williams and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A two-article dissertation format is provided. The first article is a literature review of Curriculum-based measurement (CBM) as an intervention and has three purposes: a) describe foundational components of CBM; b) explain CBM as an intervention versus an outcome measure; and c) examine connections between CBM and RtI. The second article, a meta-analytic study, addresses CBM in mathematics (CBMM) as an intervention and examines specific outcomes for students in grades K-12, including those in general education and special education, when detailed feedback was utilized, and when detailed feedback was not incorporated. The three research questions include: (a) What are the effects of implementing CBM-M as an intervention when digits correct are assessed for computation and concepts and applications? (b) What are the effects of CBM-M as an intervention when problems correct are assessed for computation and concepts and applications? and (c) What are the effects on overall mathematics achievement when CBM-M as an intervention is implemented? Upon completion of the meta-analysis, results indicated that when digits correct are assessed for computation, all students had a higher statistically significant effect when detailed feedback was utilized. More specifically, students in general education experience higher effects when detailed feedback is used, while students in special education benefit from CBM with or without detailed feedback. No studies were found for addressing concepts and applications with digits correct. When addressing problems correct for computation, all students had the most statistically significant benefit when detailed feedback was incorporated, yet students in general education had the most benefit. Much more data is needed in the area of problems correct for concepts and applications. From the data gathered, small non-statistically significant effects were found for all students without the inclusion of detailed feedback, yet a negative non-statistically significant effect was found for students in special education. Not enough data was found to assess the use of detailed feedback. In terms of overall mathematical achievement, data was only found for the inclusion of detailed feedback. Results indicated that students in general education achieve small statistically significant effects, while students in special education did not show an effect at all. Overall, using detailed feedback produced higher statistically significant effects for students in both general and special education. Most research has been conducted in the area of computation for grades 3-6. Much more research is needed in the areas of concepts and applications, overall mathematical achievement, and at the secondary grade levels. Both articles, the literature review and meta-analytic study, are discussed separately. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/152795
Book Synopsis Curriculum-based Measurement by : Jack J. Kramer
Download or read book Curriculum-based Measurement written by Jack J. Kramer and published by . This book was released on 1993 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Advanced Applications of Curriculum-based Measurement by : Mark R. Shinn
Download or read book Advanced Applications of Curriculum-based Measurement written by Mark R. Shinn and published by Guilford Press. This book was released on 1998-01-23 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the basic concepts described in Curriculum-Based Measurement, this volume offers more advanced solutions to the problems that face professionals in their evaluation of student progress. It details new measures that help to identify students at risk at younger and older ages, assuring that the intervention programs delivered meet their needs.
Book Synopsis Predictive Validity of Mathematics-curriculum Based Measurement by : Sara Browning Reynolds
Download or read book Predictive Validity of Mathematics-curriculum Based Measurement written by Sara Browning Reynolds and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Two Forms of Math Curriculum-based Measurement by : Bridget Sarita Sweeney
Download or read book Two Forms of Math Curriculum-based Measurement written by Bridget Sarita Sweeney and published by . This book was released on 2009 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum-based measurement (CBM) is a fast, reliable, and valid set of procedures for measuring student progress in basic skills. However, the predictive validity of math computations and applications probes administered three times across the year (fall, winter, and spring) has not been compared to the TerraNova standardized assessment, nor has CBM's acceptability from corrective education teachers serving students out of the classroom been explored. In this study, nine corrective education teachers working in a large mid-Atlantic urban school district and providing corrective education services to private and parochial schools participated by administering math computations and concepts and applications CBM probes to second and/or third grade students three times. There were 453 second grade students in 19 nonpublic schools and 371 third grade students in 16 nonpublic schools who completed three computations and applications CBM probes at three different points in the year. Of these students, 133 second grade students in 13 parochial schools as well as 108 third grade students in 12 parochial schools completed the TerraNova math assessment. Through the use of multiple regression analyses, it was determined that the concepts and applications probes had significant levels of predictive validity while the computations probes were not found to have any predictive validity when compared to the Normal Curve Equivalent of the Total Math subtests. The nine corrective education teachers also completed three versions of the Assessment Rating Profile-15 (ARP-15), one prior to the use of CBM and two following its use. No significant difference was identified when comparing the results of the first rating scale with either of the second or when comparing the two different rating scales administered at the end of the year. Overall, the concepts and applications probes were found to be significantly predictive of performance on the TerraNova, Second Edition, Total Math subtests, despite the fact that the teachers did not indicate a strong like or dislike towards the use of CBM tools.
Book Synopsis Preparation for Criterion-referenced Tests by : Mary Oellerich Dalnoki Miklos
Download or read book Preparation for Criterion-referenced Tests written by Mary Oellerich Dalnoki Miklos and published by . This book was released on 1980 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Combining Quality and Curriculum-based Measurement by : Paula Ganzeveld
Download or read book Combining Quality and Curriculum-based Measurement written by Paula Ganzeveld and published by . This book was released on 2015 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum-Based Measures in writing (CBM-W) assesses a variety of fluency-based components of writing. While support exists for the use of CBM measures in the area of writing, there is a need to conduct further validation studies to investigate the utility of these measures within elementary and secondary classrooms. Since only countable indices are used in CBM-W, this study explored the possibility of using an assessment that measured writing quality in conjunction with the CBM metric. To accomplish this, three pieces of data were used in this study. The CBM metrics of total words written, words spelled correctly, correct word sequences, percentage of words spelled correctly, and percentage of correct word sequences were scored from a timed writing passage that second grade students completed. Scores from the district writing assessment that classroom teachers rated using an analytic rubric that focused on quality were also analyzed. Last, a validated writing assessment, the TOWL-3, was used as the criterion measure. Using correlation and regression methods, results indicated that correct word sequences was the best predictor performance on the TOWL-3. Even though the teacher writing assessment correlated with the TOWL-3 at the significant level, adding it to the scores from the CBM-W measures did not significantly increase the validity.
Book Synopsis EasyCBM[R] Mathematics Criterion Related Validity Evidence by : Daniel Anderson
Download or read book EasyCBM[R] Mathematics Criterion Related Validity Evidence written by Daniel Anderson and published by . This book was released on 2010 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).
Download or read book Visible Learning written by John Hattie and published by Routledge. This book was released on 2008-11-19 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Book Synopsis Reliability, Validity, and Equivalency of a Computerized Curriculum Based Measure for Basic Math Skills by : Cassandra Brenner Wong
Download or read book Reliability, Validity, and Equivalency of a Computerized Curriculum Based Measure for Basic Math Skills written by Cassandra Brenner Wong and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Construct Validity of Curriculum-based Mathematics Measures by : Robin Schul Thurber
Download or read book Construct Validity of Curriculum-based Mathematics Measures written by Robin Schul Thurber and published by . This book was released on 1999 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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