Extending Curriculum-Based Measurement into Middle/Secondary Schools: The Technical Adequacy of the Concept Maze
Abstract
Curriculum-Based Measurement (CBM) is emerging at middle/secondary school settings. The purpose of mis study was to investigate the reliability of a concept maze task to assist middle school teachers in making accurate decisions regarding student content learning. A total sample of 240 middle-school students were randomly assigned to take a traditional maze or two different variations of the concept maze (examples or attributes). Results indicated that the concept maze using attributes as options was more difficult and more stable relative to the other two types of mazes. Alternate form and test-retest analyses of the concept mazes resulted in moderate correlations. Results are discussed in the context of extending CBM into middle and secondary classrooms as a tool that teachers can use to monitor the learning progress of their students.
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The concept-based approach leads to assessments that take advantage of constructed responses with explicit guidelines for partial credit-scoring algorithm.
“Furthermore, the concept-based approach leads to assessments that take advantage of constructed responses with explicit guidelines for a partial credit-scoring algorithm [177].”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [177]
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Curriculum-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
Self-citation
- Authors
- Twyman, T., & Tindal, G.
- Affiliations
- University of Oregon (US)
- ORCID
- Tindal, Gerald
- Venue
- Journal of Applied School Psychology
- Publisher
- Informa UK Limited
- Published
- 2007-09-25
- Volume
- 24
- Issue
- 1
- Pages
- 49-67
- ISSN
- 0739-9820 (ISSN-L)
- 1537-7903
- 1537-7911
- OpenAlex
- W1995249830
- Cited by
- 12
- References
- 1
- Citations by year
- 2024: 1 · 2020: 1 · 2017: 1 · 2015: 4 · 2013: 2
- FWCI
- 4.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied School Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- curriculum-based measurement, junior high school students, high school students, test-retest reliability, alternate form reliability, student progress monitoring
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