There is strong theoretical support for oral reading fluency (ORF) as an essential building block of reading proficiency. The current and standard ORF assessment procedure requires that students read aloud a grade-level passage (˜ 250 words) in a one-to-one administration, with the number of words read correctly in 60 seconds constituting their…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

Achievement growth in math is often framed in the context of monitoring student progress within a Response to Intervention (RTI) approach to teaching and learning. In this research brief we report on a study that examined initial status and within-year growth for fourth grade students who received short progress-monitoring assessments in math…

For 30 years, researchers have investigated oral reading fluency as a measure of growth in reading proficiency. Yet, little research has been done with these measures in the context of progress monitoring in Tier 2 systems. First, we document teachers' progress-monitoring decisions on type of passage (on-grade or off-grade) and how often to…

Although the recent identification of the five critical components of early literacy has been a catalyst for modifications to the content of materials used to provide reading instruction and the tools used to examine student's acquisition of early literacy skills, these skills have not received equal attention from test developers and publishers.…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

This technical report is one in a series of five describing the reliability (test/retest and alternate form) and G-Theory/D-Study research on the easyCBM reading measures, grades 1-5. Data were gathered in the spring of 2011 from a convenience sample of students nested within classrooms at a medium-sized school district in the Pacific Northwest.…

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the…

In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. Data were gathered from a convenience sample of 114 Kindergarten students, 43 first graders, 82 second graders, 100 third graders, 109 fourth graders, and 71 fifth graders attending schools in Oregon, Georgia, South…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…