This study explored the validity of growth on two computer adaptive tests, Star Reading and Star Math, in explaining performance on an end-of-year achievement test for a sample of students in Grades 3 through 6. Results from quantile regression analyses indicate that growth on Star Reading explained a statistically significant amount of variance…

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural…

We conducted conceptual replications for an online-administered general outcome measure known as critical content monitoring in science. Totally, 547 Grades 4 to 6 students from a rural Louisiana school district participated. Research questions addressed criterion validity, diagnostic accuracy, growth, and social validity concerns. Criterion…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

In response to a request for additional analyses, in particular reporting confidence intervals around the results, we re-analyzed the data from prior studies. This supplementary report presents the results of the additional analyses addressing classification accuracy, reliability, and criterion-related validity evidence. For ease of reference, we…

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.

Including students with special educational needs in learning (SEN-L) is a challenge for large-scale assessments. In order to draw inferences with respect to students with SEN-L and to compare their scores to students in general education, one needs to assure that the measurement model is reliable and that the same construct is measured for…

Many researchers focus on assessing the cognitive components of reading comprehension. However, researchers are challenged to find the best way to measure the cognitive components of reading comprehension because many reading comprehension assessments differ in terms of format (i.e., cloze, multiple-chose, open-ended); presentation (i.e., print);…

Development of the Common Core State Standards (CCSS), and the creation of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC), changes the pattern of accountability testing. These changes raise the question: "How should NAEP's validity and utility be…

This article reviews the "Developmental Reading Assessment--Second Edition" (DRA2), a teacher-administered assessment that identifies students' instructional level, along with their strengths and weaknesses in reading. Once teachers calculate and interpret scores, the data can purportedly be used to inform, and possibly individualize,…

The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by…

As part of a Response to Intervention (RTI) model, curriculum-based measurement (CBM) is an evidence-based assessment system that uses screening and formative assessments to help guide instruction. The two primary purposes of this study are to examine the relations between the easyCBM benchmark measures and a statewide large-scale assessment and…

This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…

The purpose of this study was to develop and gather validity evidence for silent reading fluency passages. A number of passages were written following a traditional story grammar structure (character, setting, events) and placed on a computer for students to read silently. We describe in detail, the manner in which content-related evidence was…

The aim of this study was to investigate the effect of instructions of curriculum-based measurement (CBM) of reading on (a) the number of words read correctly and incorrectly per minute and (b) the relationship between CBM reading and reading achievement. Results indicated that the specific instructions used have a significant impact on CBM…