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Direct linkFan, Chung-Hau; Hansmann, Paul R. – Assessment for Effective Intervention, 2015
Language in the Individuals With Disabilities Education Improvement Act (IDEIA) allows the use of response-to-intervention (RTI) methodology in the identification of specific learning disabilities. However, there is no consensus on decision rules using curriculum-based measurement of oral reading fluency (CBM-R) for defining responsiveness. The…
Descriptors: Generalizability Theory, Response to Intervention, Progress Monitoring, Decision Making
Semmelroth, Carrie Lisa; Johnson, Evelyn – Assessment for Effective Intervention, 2014
This study used generalizability theory to measure reliability on the Recognizing Effective Special Education Teachers (RESET) observation tool designed to evaluate special education teacher effectiveness. At the time of this study, the RESET tool included three evidence-based instructional practices (direct, explicit instruction; whole-group…
Descriptors: Observation, Special Education Teachers, Teacher Effectiveness, Teacher Evaluation
Briesch, Amy M.; Kilgus, Stephen P.; Chafouleas, Sandra M.; Riley-Tillman, T. Chris; Christ, Theodore J. – Assessment for Effective Intervention, 2013
The current study served to extend previous research on scaling construction of Direct Behavior Rating (DBR) in order to explore the potential flexibility of DBR to fit various intervention contexts. One hundred ninety-eight undergraduate students viewed the same classroom footage but rated student behavior using one of eight randomly assigned…
Descriptors: Validity, Intervention, Measures (Individuals), Student Behavior
Mercer, Sterett H.; Dufrene, Brad A.; Zoder-Martell, Kimberly; Harpole, Lauren Lestremau; Mitchell, Rachel R.; Blaze, John T. – Assessment for Effective Intervention, 2012
Despite growing use of CBM Maze in universal screening and research, little information is available regarding the number of CBM Maze probes needed for reliable decisions. The current study extends existing research on the technical adequacy of CBM Maze by investigating the number of probes and assessment durations (1-3 min) needed for reliable…
Descriptors: Generalizability Theory, Curriculum Based Assessment, Reading Tests, Cloze Procedure
Solano-Flores, Guillermo; Li, Min – Assessment for Effective Intervention, 2008
The dependability of academic achievement measures for English language learners (ELLs) is influenced by three facts: (a) Each ELL has unique strengths and weaknesses in each language mode (listening, speaking, reading, and writing) both in English and in his or her first language, (b) each test item poses a different set of linguistic demands…
Descriptors: Generalizability Theory, Test Items, Dialects, Academic Achievement
