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Direct linkGarret J. Hall; Mitchell A. Markham; Meghan McMackin; Elizabeth C. Moore; Craig A. Albers – Grantee Submission, 2022
The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study…
Descriptors: Elementary School Students, English Language Learners, Language Proficiency, Curriculum Based Assessment
Garret J. Hall; Mitchell A. Markham; Meghan McMackin; Elizabeth C. Moore; Craig A. Albers – School Psychology Review, 2022
The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study…
Descriptors: Elementary School Students, English Language Learners, Language Proficiency, Curriculum Based Assessment
Zawoyski, Andrea; Ardoin, Scott P. – School Psychology Review, 2019
Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated…
Descriptors: Eye Movements, Elementary School Students, Children, Test Format
