An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring
Abstract
This study examined the effects of controlling the level of difficulty on the sensitivity of repeated curriculum-based measurement (CBM). Participants included 99 students in Grades 2 through 5 who were administered CBM reading passage probes twice weekly over an 11-week period. Two sets of CBM reading progress monitoring materials were compared: (a) grade level material that was controlled for difficulty, and (b) uncontrolled randomly selected material from graded readers. Students' rate of progress in each progress monitoring series was summarized for slope, standard error of estimate, and standard error of slope. Results suggested that controlled reading passages significantly reduced measurement error as compared to uncontrolled reading passages, leading to increased sensitivity and reliability of measurement.
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Very few studies have addressed grade level of the measures, but rather consider passage variation or difficulty; most of this research is on oral reading fluency.
“Otherwise, very few studies have addressed grade level of the measures but rather consider passage variation [88] or difficulty [82]; again, most of this research is on oral reading fluency.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [82]
Hintze's work on reading measures is limited primarily to oral reading fluency.
“Hintze's work may be the most revealing, but it is limited primarily to oral reading fluency [82,208,209].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [82]
Cites
Must Instructionally Useful Performance Assessment Be Based in the Curriculum?
Fuchs, L. S., & Deno, S. L. (1994) · Exceptional Children · doi:10.1177/001440299406100103 · Cited by 123 · see citing works
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Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
Christ, T. J., & Ardoin, S. P. (2009) · Journal of School Psychology · doi:10.1016/j.jsp.2008.09.004 · Cited by 110 · see citing works
Self-citationPoncy, B. C., Skinner, C. H., & Axtell, P. K. (2005) · Journal of Psychoeducational Assessment · doi:10.1177/073428290502300403 · Cited by 105 · see citing works
Estimating Reading Growth Using Intermittent CBM Progress Monitoring
Jenkins, J. R., Graff, J. J., & Miglioretti, D. L. (2009) · Exceptional Children · doi:10.1177/001440290907500202 · Cited by 74 · see citing works
Ardoin, S. P., & Christ, T. J. (2008) · School Psychology Review · doi:10.1080/02796015.2008.12087912 · Cited by 72 · see citing works
Self-citationCurriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
“Another study by Hintze and Christ [83] used generalizability theory to study passages (both uncontrolled (randomly sampled) and controlled (purposively sampled)) from the reading curriculum.”
BackgroundInfluentialArdoin, S. P. (2006) · Psychology in the Schools · doi:10.1002/pits.20181 · Cited by 41 · see citing works
Strategies for Minimizing Variability in Progress Monitoring of Oral Reading Fluency
Bundock, K., O’Keeffe, B. V., Stokes, K., & Kladis, K. (2018) · TEACHING Exceptional Children · doi:10.1177/0040059918764097 · Cited by 6 · see citing works
- Authors
- Hintze, J. M., & Christ, T. J.
- Affiliations
- University of Massachusetts Amherst (US)
- University of Southern Mississippi (US)
- Corresponding author
- Hintze, John M.
- ORCID
- Christ, Theodore J.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2004-06-01
- Volume
- 33
- Issue
- 2
- Pages
- 204-217
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1553608953
- Cited by
- 96
- References
- 1
- Citations by year
- 2024: 1 · 2023: 4 · 2022: 1 · 2021: 3 · 2020: 4 · 2019: 1 · 2018: 4 · 2017: 6 · 2016: 4 · 2015: 2 · 2014: 6 · 2013: 6 · 2012: 9
- FWCI
- 9.55
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Review (publishedVersion)
- ScholarWorks@UMassAmherst (University of Massachusetts Amherst) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Keywords
- curriculum-based measurement, progress monitoring, difficulty levels, measurement error, reading assessment, measurement sensitivity, reliability statistics, elementary school students
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