TY - JOUR
T1 - Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening
T2 - Considering Scoring and Interpretive Metrics for Universal Screening
AU - Ford, Jeremy W.
AU - Missall, Kristen N.
AU - Hosp, John L.
AU - Kuhle, Jennifer L.
N1 - Publisher Copyright:
© 2016 Taylor & Francis Group, LLC.
PY - 2016/10/4
Y1 - 2016/10/4
N2 - Advances in maze selection curriculum-based measurement (CBM) have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two CBMs for maze selection. Student performance on the two was compared across different scoring metrics. Limitations and practical implications are discussed.
AB - Advances in maze selection curriculum-based measurement (CBM) have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two CBMs for maze selection. Student performance on the two was compared across different scoring metrics. Limitations and practical implications are discussed.
KW - maze
KW - maze selection
KW - resource allocation
KW - universal screening
UR - https://scholarworks.boisestate.edu/sped_facpubs/113
UR - http://www.scopus.com/inward/record.url?scp=84989809294&partnerID=8YFLogxK
U2 - 10.1080/15377903.2016.1207738
DO - 10.1080/15377903.2016.1207738
M3 - Article
VL - 32
SP - 329
EP - 353
JO - Early and Special Education Faculty Publications and Presentations
JF - Early and Special Education Faculty Publications and Presentations
IS - 4
ER -