Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study

Sarah J. Conoyer; Jeremy W. Ford; R. Alex Smith; Erica N. Mason; Erica S. Lembke; John L. Hosp

Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study

Sarah J. Conoyer, Jeremy W. Ford, R. Alex Smith, Erica N. Mason, Erica S. Lembke, John L. Hosp

Teaching, Learning, and Community Engagement (TLCE)

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students’ at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

Original language	American English
Journal	Journal of Psychoeducational Assessment
State	Published - 1 Oct 2019

Keywords

curriculum-based assessment
disciplines and subjects
education assessment
response to intervention (RTI)/multi-tiered system of supports (MTSS)
science
validity

EGS Disciplines

Special Education and Teaching

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https://dx.doi.org/10.1177/0734282918803493

Cite this

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title = "Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study",

abstract = " This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students{\textquoteright} at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.",

keywords = "curriculum-based assessment, disciplines and subjects, education assessment, response to intervention (RTI)/multi-tiered system of supports (MTSS), science, validity",

author = "Conoyer, {Sarah J.} and Ford, {Jeremy W.} and Smith, {R. Alex} and Mason, {Erica N.} and Lembke, {Erica S.} and Hosp, {John L.}",

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day = "1",

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TY - JOUR

T1 - Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study

AU - Conoyer, Sarah J.

AU - Ford, Jeremy W.

AU - Smith, R. Alex

AU - Mason, Erica N.

AU - Lembke, Erica S.

AU - Hosp, John L.

PY - 2019/10/1

Y1 - 2019/10/1

N2 - This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students’ at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

AB - This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students’ at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

KW - curriculum-based assessment

KW - disciplines and subjects

KW - education assessment

KW - response to intervention (RTI)/multi-tiered system of supports (MTSS)

KW - science

KW - validity

UR - https://scholarworks.boisestate.edu/sped_facpubs/130

UR - https://dx.doi.org/10.1177/0734282918803493

M3 - Article

JO - Journal of Psychoeducational Assessment

JF - Journal of Psychoeducational Assessment

ER -

Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study

Abstract

Keywords

EGS Disciplines

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