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Direct linkSandberg Patton, Karen L.; Reschly, Amy L.; Appleton, James – Educational Assessment, 2014
With the concurrent emphasis on accountability, prevention, and early intervention, curriculum-based measurement of reading (R-CBM) is playing an increasingly important role in the educational process. This study investigated the differences in diagnostic accuracy and utility between commercial norms and local norms when making high-stakes, local…
Descriptors: Curriculum Based Assessment, Reading Tests, Test Norms, Local Norms
Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H. – Educational Assessment, 2012
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…
Descriptors: Test Items, Reading Comprehension, Construct Validity, Grade 4
Aschbacher, Pamela; Alonzo, Alicia – Educational Assessment, 2006
This article explores the potential of using students' science notebooks to help elementary teachers monitor conceptual understanding. Data came from 25 teachers and their 4th- and 5th-grade students working on a unit on electricity. At the time data were collected, 8 of the teachers had received professional development on science content…
Descriptors: Elementary School Science, Student Journals, Elementary School Teachers, Formative Evaluation
