Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Download Construct Validity Of Curriculum Based Mathematics Measures full books in PDF, epub, and Kindle. Read online Construct Validity Of Curriculum Based Mathematics Measures ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Author : Robin Schul Thurber
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.:/5 (451 download)
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:
Author : Jennifer Leigh Maynard
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (96 download)
Download or read book Relations Among Brief Measures of Mathematics, Reading, and Processing Speed: A Construct Validity Study written by Jennifer Leigh Maynard and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Emphasis on regular mathematics skill assessment, intervention, and progress monitoring under the RTI model has created a need for the development of assessment instruments that are psychometrically sound, reliable, universal, and brief. Important factors to consider when developing or selecting assessments for the school environment include what skills are assessed; mathematics curriculums typically include computation and applications as separate skills taught in sequence. It is also important to consider what additional factors may potentially influence performance on such tests due to the nature of test administration and characteristics of the test items. The current study investigated the construct validity of established, widely-used curriculum-based measurement (CBM) tests and standardized, norm-referenced tests of mathematics as well as the potential confounding influence of processing speed and reading abilities. Construct validity of the tests was assessed through an investigation of convergent and discriminant validity, using confirmatory factor analysis (CFA). Numerous prespecified, theoretical models were tested to replicate previous studies suggesting specific models of mathematics ability (convergent validity) and to identify construct-irrelevant variance (discriminant validity) imposed on tests of computation and applications by processing speed and reading. The current study extended previous work in the area of mathematics providing additional evidence for a two-factor structure of mathematics with Computation and Applications as distinct, yet related constructs and investigated the relations between mathematics constructs and processing speed and reading. Results of the current study indicated all constructs were significantly correlated with each other while mathematics constructs were more highly correlated with each other than with unrelated constructs, with the exception of Applications and Reading. Four a priori models of mathematics ranging from including a single factor to including four factors were tested using CFA. Results indicated that a four-factor model of mathematics including Computation, Applications, Processing Speed, and Reading as factors was the best-fitting model. The four-factor model was extended to test the construct-irrelevant variance imposed by Processing Speed on fluency-based tests as well as variance imposed by Reading on applications tests. Results indicated that in all but one case, no significant influence was contributed to fluency-based tests by Processing Speed or applications tests by Reading.
Author : Mark R. Shinn
Publisher : Guilford Press
ISBN 13 : 9780898622317
Total Pages : 260 pages
Book Rating : 4.6/5 (223 download)
Download or read book Curriculum-based Measurement written by Mark R. Shinn and published by Guilford Press. This book was released on 1989-03-17 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developed specifically to overcome problems with traditional standardized instruments, curriculum-based measurement (CBM) has steadily increased in educational use. These brief assessment probes of reading, spelling, written expression, and mathematics serve to quantify student performance as well as to enhance academic achievement. Their widening use as a means of evaluation and ultimately of instruction, has created a corresponding need to expand the applications of this methodology to diverse populations. This new volume addresses that need by focusing on the broader application of CBM, providing practical new measures, as well as detailing their use with specific student groups.
Author : Heather E. Thoburn
Publisher :
ISBN 13 :
Total Pages : 44 pages
Book Rating : 4.:/5 (69 download)
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.
Author : Journal of Evidence-Based Practices for Schools
Publisher : Rowman & Littlefield
ISBN 13 : 1475824475
Total Pages : 131 pages
Book Rating : 4.4/5 (758 download)
Download or read book JEBPS Vol 12-N1 written by Journal of Evidence-Based Practices for Schools and published by Rowman & Littlefield. This book was released on 2011-02-16 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of Evidence-Based Practices for Schools is a leader in publishing research-to-practice articles for educators and school psychologists. The mission of this journal is to positively influence the daily practice of school-based professionals through studies demonstrating successful research-based practices in educational settings. As a result, the editors are committed to publishing articles with an eye toward improving student performance and outcomes by advancing psychological and educational practices in the schools. They seek articles using non-technical language that (1) outline an evidence-based practice, (2) describe the literature supporting the effectiveness and theoretical underpinnings of the practice, (3) describe the findings of a study in which the practice was implemented in an educational setting, and (4) provide readers with information they need to implement the practice in their own schools in a section entitled Implementation Guidelines. The Journal of Evidence-Based Practices for Schools differs from other scholarly journals in that it features articles that demonstrate empirically-based procedures for readers to apply the practice in their setting.
Author : Kelli D. Cummings
Publisher : Springer
ISBN 13 : 1493928031
Total Pages : 391 pages
Book Rating : 4.4/5 (939 download)
Download or read book The Fluency Construct written by Kelli D. Cummings and published by Springer. This book was released on 2015-12-11 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a comprehensive overview of fluency as a construct and its assessment in the context of curriculum-based measurement (CBM). Comparing perspectives from language acquisition, reading, and mathematics, the book parses the vagueness and complexities surrounding fluency concepts and their resulting impact on testing, intervention, and students' educational development. Applications of this knowledge in screening and testing, ideas for creating more targeted measures, and advanced methods for studying fluency data demonstrate the overall salience of fluency within CBM. Throughout, contributors argue for greater specificity and nuance in isolating skills to be measured and improved, and for terminology that reflects those educational benchmarks. Included in the coverage: Indicators of fluent writing in beginning writers. Fluency in language acquisition, reading, and mathematics. Foundations of fluency-based assessments in behavioral and psychometric paradigms. Using response time and accuracy data to inform the measurement of fluency. Using individual growth curves to model reading fluency. Latent class analysis for reading fluency research. The Fluency Construct: Curriculum-Based Measurement Concepts and Applications is an essential resource for researchers, graduate students, and professionals in clinical child and school psychology, language and literature, applied linguistics, special education, neuropsychology, and social work.
Author : Michelle K. Hosp
Publisher : Guilford Press
ISBN 13 : 1462509665
Total Pages : 186 pages
Book Rating : 4.4/5 (625 download)
Download or read book The ABCs of CBM, First Edition written by Michelle K. Hosp and published by Guilford Press. This book was released on 2012-09-26 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide the tools needed to assess student learning in reading, spelling, writing, and math, and to graph the resulting data. The role of CBM in systematic instructional problem solving is explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use. See also The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents a broader problem-solving model that utilizes CBM.
Author : Michelle K. Hosp
Publisher : Guilford Publications
ISBN 13 : 1462524672
Total Pages : 244 pages
Book Rating : 4.4/5 (625 download)
Download or read book The ABCs of CBM, Second Edition written by Michelle K. Hosp and published by Guilford Publications. This book was released on 2016-02-26 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided; the large-size format and lay-flat binding facilitate photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Broader grade range--now has a chapter on secondary content areas. *Chapter on early numeracy; expanded content on early reading. *Nearly twice as many reproducible tools, including new or revised administration and scoring guides. *Key updates on graphing and on using online CBM databases. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. See also The ABCs of Curriculum-Based Evaluation, by John L. Hosp, Michelle K. Hosp, Kenneth W. Howell, and Randy Allison, which presents an overarching problem-solving model that utilizes CBM.
Author : Linda D. Hall
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (66 download)
Download or read book Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards written by Linda D. Hall and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special education evaluations, and dropout rates. Studies have shown that curriculum based measurement (CBM) is a well-established tool for formative assessment, and could potentially be used for other purposes such as a prediction of state standards test scores, however to date there are limited validity studies between mathematics CBM and standard-based assessment. This research examined a brief assessment that reported to be aligned to national curriculum standards in order to predict student performance on state standards-based mathematics curriculum, identify students at-risk of failure, and plan instruction. Evidence was gathered on the System to Enhance Educational Performance Grade 3 Focal Mathematics Assessment Instrument (STEEP3M) as a formative, universal screener. Using a sample of 337 students and 22 instructional staff, four qualities of the STEEP3M were examined: a) internal consistency and criterion related validity (concurrent); b) screening students for a multi-tiered decision-making process; c) utility for instructional planning and intervention recommendations; and d) efficiency of administration, scoring, and reporting results which were the basis of the four research questions for this study. Several optimized solutions were generated from Receiver Operator Curve (ROC) statistical analysis; however none demonstrated that the STEEP3M maximized either sensitivity or specificity. In semi-structured interviews teachers reported that they would consider using the STEEP3M, however only as a part of a decision-making rubric along with other measures. Further, teachers indicated that lessons are developed before the school year starts, more in response to the sequence of the state standards than to students' needs. While the STEEP3M was sufficiently long enough for high-stakes or criterion-referenced decisions, this study found that the test does not provide sufficient diagnostic information for multi-tiered decision-making for intervention or instructional planning. Although practical and efficient to administer, the conclusions of this study show the test does not provide sufficient information on the content domain and does not accurately classify students in need of assistance.
Author : Thomas E. Scruggs
Publisher : Emerald Group Publishing
ISBN 13 : 0857248294
Total Pages : 376 pages
Book Rating : 4.8/5 (572 download)
Download or read book Assessment and Intervention written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2011-03-31 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes chapters on curriculum based measurement and response to intervention, dynamic assessment and working memory, diagnostic accuracy and functional diagnosis, assessment of social behavior, assessment and intervention in reading and writing, and assessment and intervention in social and emotional competence and self-determination.
Author : Marjorie Montague
Publisher : Guilford Publications
ISBN 13 : 1462537472
Total Pages : 193 pages
Book Rating : 4.4/5 (625 download)
Download or read book Teaching Mathematics to Middle School Students with Learning Difficulties written by Marjorie Montague and published by Guilford Publications. This book was released on 2018-03-05 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: A highly practical resource for special educators and classroom teachers, this book provides specific instructional guidance illustrated with vignettes, examples, and sample lesson plans. Every chapter is grounded in research and addresses the nuts and bolts of teaching math to students who are not adequately prepared for the challenging middle school curriculum. Presented are a range of methods for helping struggling learners build their understanding of foundational concepts, master basic skills, and develop self-directed problem-solving strategies. While focusing on classroom instruction, the book also includes guidelines for developing high-quality middle school mathematics programs and evaluating their effectiveness.
Author : Christine Espin
Publisher : U of Minnesota Press
ISBN 13 : 0816679703
Total Pages : 408 pages
Book Rating : 4.8/5 (166 download)
Download or read book A Measure of Success written by Christine Espin and published by U of Minnesota Press. This book was released on 2012 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrumental for researchers and practitioners in both general and special education, particularly those involved in the rapidly growing Response to Intervention (RTI) approach, an approach used to determine the performance and placement of students with learning difficulties. A Measure of Success presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond. Timely and unique, this volume will interest anyone in education who wants to harness the potential advantage of progress monitoring to improve outcomes for students. Contributors: Laurence Bergeron; Lionel A. Blatchley; Renee Bradley; Mary T. Brownell, U of Florida; Todd W. Busch, U of St. Thomas; Heather M. Campbell, St. Olaf College; Ann Casey; Theodore J. Christ, U of Minnesota; Kelli D. Cummings, U of Oregon; Eric Dion, U du Québec à Montréal; Isabelle Dubé, U du Québec à Montréal; Hank Fien, U of Oregon; Anne Foegen, Iowa State U; Douglas Fuchs, Vanderbilt U; Lynn S. Fuchs, Vanderbilt U; Gary Germann; Kim Gibbons; Roland H. Good III, U of Oregon; Anne W. Graves, San Diego State U; John L. Hosp, U of Iowa; Michelle K. Hosp; Joseph R. Jenkins, U of Washington; Ruth A. Kaminski; Panayiota Kendeou, Neapolis U Pafos, Cyprus; Dong-il Kim, Seoul National U, South Korea; Amanda Kloo, U of Pittsburgh; Danika Landry, U du Québec à Montréal; Erica Lembke, U of Missouri; Francis E. Lentz Jr., U of Cincinnati; Sylvia Linan-Thompson, U of Texas at Austin; Charles D. Machesky; Doug Marston; James L. McLeskey, U of Florida; Timothy C. Papadopoulos, U of Cyprus; Kelly A. Powell-Smith; Greg Roberts, U of Texas at Austin; Margaret J. Robinson; Steven L. Robinson, Minnesota State U, Mankato; Catherine Roux, U du Québec à Montréal; Barbara J. Scierka; Edward S. Shapiro, Lehigh U; Jongho Shin, Seoul National U, South Korea; Mark R. Shinn, National Louis U; James G. Shriner, U of Illinois, Urbana-Champaign; Paul T. Sindelar, U of Florida; Deborah L. Speece, U of Maryland; Pamela M. Stecker, Clemson U; Martha L. Thurlow, U of Minnesota; RenátaTichá, U of Minnesota; Gerald Tindal, U of Oregon; Paul van den Broek, Leiden U, the Netherlands; Sharon Vaughn, U of Texas at Austin; Dana L. Wagner, Augsburg College; Teri Wallace, Minnesota State U, Mankato; Jeanne Wanzek, Florida State U; Mary Jane White, U of Minnesota; Mitchell L. Yell, U of South Carolina; Naomi Zigmond, U of Pittsburgh.
Author : Mark R. Shinn
Publisher : Guilford Press
ISBN 13 : 9781572302570
Total Pages : 332 pages
Book Rating : 4.3/5 (25 download)
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.
Author : Suzanne Clarke
Publisher :
ISBN 13 :
Total Pages : 24 pages
Book Rating : 4.X/5 (3 download)
Download or read book ERS Focus on Curriculum-based Measurement written by Suzanne Clarke and published by . This book was released on 2009 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Melissa A. Bray Ph.D.
Publisher : Oxford University Press
ISBN 13 : 0199708673
Total Pages : 915 pages
Book Rating : 4.1/5 (997 download)
Download or read book The Oxford Handbook of School Psychology written by Melissa A. Bray Ph.D. and published by Oxford University Press. This book was released on 2011-02-18 with total page 915 pages. Available in PDF, EPUB and Kindle. Book excerpt: With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.
Author : David Putnam
Publisher :
ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (227 download)
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:
Author : Bridget Sarita Sweeney
Publisher :
ISBN 13 :
Total Pages : 164 pages
Book Rating : 4.:/5 (128 download)
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.
