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Cited by 97Behavioral and Psychological StudiesReading and Literacy DevelopmentEducational and Psychological Assessments

School-Based Evidence for the Validity of Curriculum-Based Measurement of Reading and Writing

Fewster, Saima, Macmillan, Peter D.·2002·Remedial and Special Education
DOI 10.1177/07419325020230030301
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Abstract

Research has shown curriculum-based measurement (CBM) to be valid and reliable for a number of assessment purposes. This study provides school-based evidence of CBM validity for screening and placement purposes. CBM oral reading fluency and written expression scores for 465 students in Grades 6 and 7 were compared with their year-end English and social studies marks received in Grades 8, 9, and 10. Correlation and regression analyses provided evidence of the predictive validity of CBM scores as indicators of academic performance. Discriminant analysis procedures demonstrated the ability of CBM to differentiate between student groups of various proficiency levels. Overall, our findings supported the inclusion of CBM scores, particularly oral reading fluency, in the assessment information used to make special education screening and placement decisions.

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Crossref · 10.1177/07419325020230030301

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  • Francis et al. reported that DIBELS passages were not substitutable or comparable in the first assessment and were not equally likely to yield students' median fluency, and found a significant group by wave interaction where growth trajectories are significantly influenced by the placement of the more difficult stories.

    “They reported that the passages were not substitutable (nor comparable) in the first assessment and that passages were not equally likely to yield students' median fluency.Finally, they found a significant group by wave interaction: “growth trajectories are significantly influenced by the placement of the more difficult stories (p.333).”

    From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [88]

  • 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 [88]

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Authors
Fewster, S., & Macmillan, P. D.
Affiliations
University of Northern British Columbia (CA)
Venue
Remedial and Special Education
Publisher
SAGE Publications
Published
2002-05
Volume
23
Issue
3
Pages
149-156
ISSN
  • 0741-9325 (ISSN-L)
  • 1538-4756
DOI
10.1177/07419325020230030301
OpenAlex
W2162016034
Cited by
97
References
27
Citations by year
2024: 1 · 2023: 2 · 2022: 3 · 2021: 2 · 2020: 1 · 2018: 1 · 2017: 1 · 2016: 8 · 2015: 6 · 2014: 8 · 2013: 5 · 2012: 6
FWCI
6.64
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Remedial and Special Education (publishedVersion)
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 › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
curriculum-based measurement, predictive validity, oral reading fluency, written expression, reading assessment, writing assessment, special education placement, student performance prediction, junior high school students, classroom assessment

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