![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Curriculum-based measurement in reading (CBM-R) and the Measures of Academic Progress (MAP) are assessment tools widely employed for universal screening in schools. Although a large body of research supports the validity of CBM-R, limited empirical evidence exists supporting the technical adequacy of MAP or the acceptability of either measure for universal screening. Purposes of the current study were to replicate and extend prior research by (a) examining the extent to which CBM-R performance measures more than word reading skills, (b) evaluating the concurrent validity of MAP with CBM-R, (c) determining the potential benefit of administering MAP with CBM-R for universal screening, and (d) examining teachers’ acceptability of MAP and CBM-R. Participants included 802 students in Grades 1 to 5 who were administered three CBM-R probes and the MAP during universal screening and 86 elementary teachers who completed a universal screening assessments survey. Results provide evidence of the concurrent validity of MAP with CBM-R and suggest both measures are acceptable to teachers. Implications for research and practice are discussed.
References
Section:
|
Albano, A. D., Christ, T. J. (2012). Curriculum based measurement passages: Scaling, linking and equating (Tech. Rep. No. 10). Minneapolis: Department of Educational Psychology, University of Minnesota. Google Scholar | |
|
Albano, A. D., Rodriguez, M. C. (2012). Statistical equating with measures of oral reading fluency. Journal of School Psychology, 50, 43–59. doi:10.1016/j.jsp.2011.07.002 Google Scholar | Crossref | Medline | ISI | |
|
Allinder, R. M., Oats, R. G. (1997). Effects of acceptability on teachers’ implementation of curriculum-based measurement and student achievement in mathematics computation. Remedial and Special Education, 18, 113–120. doi:10.1177/074193259701800205 Google Scholar | SAGE Journals | ISI | |
|
Ardoin, S. P., Eckert, T. L., Christ, T. J., Morena, L. S., January, S.-A. A, Hine, J. F. (2013). Examining variance in reading comprehension among developing readers: Words in context (curriculum-based measurement in reading) versus words out of context (word lists). School Psychology Review, 42, 243–261. Google Scholar | ISI | |
|
Ball, C. R., Christ, T. J. (2012). Supporting valid decision making: Uses and misuses of assessment data within the context of RTI. Psychology in the Schools, 49, 231–244. doi:10.1002/pits.21592 Google Scholar | Crossref | ISI | |
|
Bellinger, J. M., DiPerna, J. C. (2011). Is fluency-based story retell a good indicator of reading comprehension? Psychology in the Schools, 48, 416–426. doi:10.1002/pits.20563 Google Scholar | Crossref | ISI | |
|
Christ, T. J., Arañas, Y. A., Kember, J. M., Kiss, A. J., McCarthy-Trentman, A., Monaghen, B. D., . . . White, M. J. (2014). Formative assessment system for teachers technical manual: earlyReading, CBMReading, aReading, aMath, and earlyMath. Minneapolis, MN: Formative Assessment System for Teachers. Google Scholar | |
|
Christ, T. J., Ardoin, S. P., Eckert, T. L. (2010). Formative assessment instrumentation and procedures for reading (FAIP-R): Oral reading passages. Minneapolis: University of Minnesota. Google Scholar | |
|
Christ, T. J., White, M. J., Ardoin, S. P., Eckert, T. L. (2013). Curriculum based measurement in reading: Consistency and validity across best, fastest, and question reading conditions. School Psychology Review, 42, 415–436. Google Scholar | ISI | |
|
Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184–192. doi:10.1177/00224669030370030801 Google Scholar | SAGE Journals | ISI | |
|
Eckert, T. L., Shapiro, E. S. (1995). Teachers’ ratings of the acceptability of curriculum-based assessment methods. School Psychology Review, 24, 497–507. Google Scholar | ISI | |
|
Foegen, A., Espin, C. A., Allinder, R. M., Markell, M. A. (2001). Translating research into practice: Preservice teachers’ beliefs about curriculum-based measurement. The Journal of Special Education, 34, 226–236. doi:10.1177/002246690103400405 Google Scholar | SAGE Journals | ISI | |
|
Fuchs, L. S., Deno, S. L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–501. Google Scholar | SAGE Journals | ISI | |
|
Fuchs, L. S., Fuchs, D., Hosp, M. K., Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256. doi:10.1207/s1532799xssr0503_3 Google Scholar | Crossref | |
|
Glover, T. A., Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117–135. doi:10.1016/j.jsp.2006.05.005 Google Scholar | Crossref | ISI | |
|
Hamilton, C., Shinn, M. R. (2003). Characteristics of word callers: An investigation of the accuracy of teachers’ judgments of reading comprehension and oral reading skills. School Psychology Review, 32, 228–240. Google Scholar | ISI | |
|
Hauerwas, L. B., Brown, R., Scott, A. N. (2013). Specific learning disability and response to intervention: State-level guidance. Exceptional Children, 80, 101–120. Google Scholar | SAGE Journals | ISI | |
|
Hintze, J. M., Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34, 372–386. Google Scholar | ISI | |
|
Hosp, J. L., Ardoin, S. P. (2008). Assessment for instructional planning. Assessment for Effective Intervention, 33, 69–77. doi:10.1177/1534508407311428 Google Scholar | SAGE Journals | |
|
Howe, K. B., Shinn, M. M. (2002). Standard reading assessment passages (RAPs) for use in general outcome measurement: A manual describing development and technical features. Retrieved from https://aimswebtraining.pearson.com/downloads/PassagesTechnicalManual08252002.pdf Google Scholar | |
|
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., Deno, S. L. (2003a). Accuracy and fluency in list and context reading of skilled and RD groups: Absolute and relative performance levels. Learning Disabilities Research & Practice, 18, 237–245. doi:10.1111/1540-5826.00078 Google Scholar | Crossref | |
|
Jenkins, J. R., Fuchs, L. S., van den Broek, P., Espin, C., Deno, S. L. (2003b). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719–729. doi:10.1037/0022-0663.95.4.719 Google Scholar | Crossref | ISI | |
|
Kolen, M. J., Brennan, R. L. (2004). Test equating, scaling, and linking. New York, NY: Springer. Google Scholar | Crossref | |
|
LaBerge, D., Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323. doi:10.1016/0010-0285(74)90015-2 Google Scholar | Crossref | ISI | |
|
Mellard, D. F., McKnight, M., Woods, K. (2009). Response to intervention screening and progress-monitoring practices in 41 local schools. Learning Disabilities Research & Practice, 24, 186–195. doi:10.1111/j.1540-5826.2009.00292.x Google Scholar | Crossref | |
|
Merino, K., Beckman, T. O. (2010). Using reading curriculum-based measurements as predictors for the Measures of Academic Progress (MAP) standardized test in Nebraska. International Journal of Psychology: A Biopsychosocial Approach, 6, 85–98. Google Scholar | |
|
National Institute of Child Health and Human Development . (2000). Report of the national reading panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00–4754). Washington, DC: U.S. Government Printing Office. Google Scholar | |
|
Northwest Evaluation Association . (2009). Technical manual for measures of academic progress and measures of academic progress for primary grades. Lake Oswego, OR: Author. Google Scholar | |
|
Northwest Evaluation Association . (2014). NWEA by the numbers. Lake Oswego, OR: Author. Google Scholar | |
|
Northwest Evaluation Association . (2015). MAP Learning Continuum. Retrieved from https://www.nwea.org/assessments/map/learning-continuum Google Scholar | |
|
Olsen, J. B. (1990). Applying computerized adaptive testing in schools. Measurement and Evaluation in Counseling and Development, 23, 31–38. Google Scholar | ISI | |
|
Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427–469. doi:10.1016/j.jsp.2009.07.001 Google Scholar | Crossref | Medline | ISI | |
|
Shapiro, E. S., Eckert, T. L. (1994). Acceptability of curriculum-based assessment by school psychologists. Journal of School Psychology, 32, 167–183. doi:10.1016/00224405(94)90009-4 Google Scholar | Crossref | ISI | |
|
Stecker, P. M., Fuchs, L. S., Fuchs, D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42, 795–819. doi:10.1002/pits.20113 Google Scholar | Crossref | ISI | |
|
Tucker, J. A. (1985). Curriculum-based assessment: An introduction. Exceptional Children, 52, 199–204. Google Scholar | SAGE Journals | ISI | |
|
University of Iowa . (2005). Iowa Test of Basic Skills, Form A. Rolling Meadows, IL: Riverside Publishing. Google Scholar | |
|
VanDerHeyden, A. M., Witt, J. C., Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256. doi:10.1016/j.jsp.2006.11.004 Google Scholar | Crossref | ISI | |
|
van der Linden, W. J., Glas, C. A. (Eds.). (2000). Computerized adaptive testing: Theory and practice. New York, NY: Springer. Google Scholar | Crossref | |
|
Wayman, M. M., Wallace, T., Wiley, H. I., Ticha, R., Espin, C. A. (2007). Literature synthesis on curriculum-based measurement in reading. The Journal of Special Education, 41, 85–120. doi:10.1177/00224669070410020401 Google Scholar | SAGE Journals | ISI | |
|
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. doi:10.1901/jaba.1978.11-203 Google Scholar | Crossref | Medline | ISI |
