ERIC Number: EJ1454803
Record Type: Journal
Publication Date: 2024-Dec
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: EISSN-1938-7458
Modeling Growth in Reading with Curriculum-Based Measurement versus Computer-Adaptive Tests
Ethan R. Van Norman; Emily R. Forcht
Assessment for Effective Intervention, v50 n1 p29-39 2024
Curriculum-based measurement of reading (CBM-R) is a common assessment educators use to monitor student growth in broad reading skills and evaluate the effectiveness of instructional programs. Computer-adaptive tests (CATs), such as Star Reading, have been cited as a viable option to formatively assess reading growth. We used Bayesian multivariate-multilevel modeling to compare growth measured via concurrently collected CBM-R and CAT data for 3,192 students across Grades 1 (n = 298), 2 (n = 1,149), 3 (n = 1,062), 4 (n = 462), and 5 (n = 221). After standardizing outcomes, the average rate of weekly improvement on each measure was highly similar across grade levels. Between-student variability for growth on each assessment was highly similar across grade levels. The magnitude of residual variance, or error, differed markedly between assessments. In Grades 1 to 3, Star Reading yielded less precise estimates of growth relative to CBM-R, and the opposite results were observed in Grade 5.
Descriptors: Reading Improvement, Reading Skills, Reading Achievement, Curriculum Based Assessment, Computer Assisted Testing, Adaptive Testing, Reading Tests, Progress Monitoring, Formative Evaluation, Elementary School Students, Response to Intervention
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A