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Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance
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Marchand, Gwen C.; Furrer, Carrie J. – Psychology in the Schools, 2014
This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…
Descriptors: Formative Evaluation, Summative Evaluation, Evaluation Methods, Reading Achievement
Using Curriculum-Based Measurement to Examine Summer Learning Loss
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Sandberg Patton, Karen L.; Reschly, Amy L. – Psychology in the Schools, 2013
Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum-based measurement of reading (R-CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early…
Descriptors: Curriculum Based Assessment, Elementary School Students, Grade 2, Grade 3