THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL
After the No Child Left Behind Act was signed into practice, states were required to implement stringent accountability systems including standards-based reform efforts and annual testing of students. Academic content standards define what students should know for each subject at each grade level and annual state assessments assess students’ proficiency with those standards. The purposes of the present study were to (a) replicate previous research by investigating the technical adequacy of two measures of basic skills (oral reading fluency and basic mathematics computation) for secondary students and (b) begin an investigation to extend previous research by examining the technical adequacy of curriculum-based measures in reading comprehension and advanced mathematics computation, which were derived from grade-level content standards. This study addressed these uses of curriculum-based measurement: (a) monitoring student progress, (b) predicting performance on important school-based criteria (teacher ratings), (c) predicting performance on high-stakes tests, (d) screening to identify students at risk for poor academic performance, and (e) developing local norms to represent the average grade performance. Results indicated that the basic and advanced math computation measures were technically adequate indicators of general math proficiency and sensitive progress monitoring tools. Also, the question answering comprehension measure demonstrated validity and reliability, but was not as sensitive to student growth. Considering grade level academic content standards for secondary students is a promising future practice for curriculum-based measurement.
School:University of Cincinnati
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:curriculum based measurement reading comprehension math computation middle school technical adequacy
Date of Publication:01/01/2006