Students with significant disabilities must participate in large-scale assessments, often using an alternate assessment judged against alternate achievement standards. The development and administration of this type of assessment must necessarily balance meaningful participation with accurate measurement. In this study, generalizability theory is…

In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…

In this technical report, data are presented on the practical utility, reliability, and validity of the easyCBM[R] mathematics (2009-2010 version) measures for students in grades 3-8 within four districts in two states. Analyses include: minimum acceptable within-year growth; minimum acceptable year-end benchmark performance; internal and…

Research into the technical adequacy of statewide alternate assessments is limited. In this study, the authors analyzed 2 years of data from one state's alternate assessment in written language in an attempt to validate current test score interpretations. More than 1,000 students were included in each year. Findings support the test's technical…

This study examined the test-retest reliability and criterion validity of basal mastery tests of three commercial reading series. Results indicated that reliability and validity of the test varied among and within instruments. Implications for developing and using basal mastery tests are discussed. (Author/MT)

This study describes validation data for qualitative and quantitative writing measures useful with a full range of students, including special education students, in grades three through five. The study looked for consistent administration and scoring, sensitivity in differentiating groups of students, relation to other accepted assessments, and…

The purposes of this study were to examine the reliability and validity of a basal reading series mastery test, and to explore the appropriateness and usefulness of two strategies for investigating the reliability and validity of criterion-referenced tests. Subjects were 47 sixth graders, who were tested on the SRA Reading Achievement Test, the…

The purpose of this study was to examine the reliability and validity of a basal reading series mastery test. Subjects were 25 fourth graders, who were tested once on the SRA Reading Achievement Test, twice on the Scott-Foresman End-of-Book 9 Criterion-referenced Test (CRT), and once on the Word Reading Test. Traditional psychometric correlational…

A series of standardized tasks was developed using the same constructs as operationalized in a state's large-scale assessment program. Student performance (n=437) was then analyzed. In reading and math, teachers (n=131) were successfully trained to administer the tasks and judge performance, providing a system with instructional and evaluative…

The reliability, sensitivity, and criterion-related validity of concept comparison (CC) ratings and computer-derived multidimensional scaling (MDS) maps were studied as ways of assessing reading comprehension. Fifteen experts (2 district coordinators and 13 reading specialists/special education teachers) were included in this study. Reliability…