A Comparison of Two Content Area Curriculum-Based Measurement Tools. (March 2018)

• Record Type: Journal Article
• Authors: Ford, Jeremy W.; Conoyer, Sarah J.; Lembke, Erica S.; Smith, R. Alex; Hosp, John L.
• Other Names: Fabiano Gregory A. guest-editor.; Miller Faith G. guest-editor.
• Is Part Of: Assessment for effective intervention. Volume 43:Number 2(2018)
• Page Start: 121
• Page End: 127
• Publication Date: 2018-03
• Subjects: curriculum-based measurement -- CBM -- science -- screening -- middle school; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508417736753
• Languages: English
• ISSNs: 1534-5084

Abstract

In the present study, two types of curriculum-based measurement (CBM) tools in science, Vocabulary Matching (VM) and Statement Verification for Science (SV-S), a modified Sentence Verification Technique, were compared. Specifically, this study aimed to determine whether the format of information presented (i.e., SV-S vs. VM) produces differences in alternate form reliability and validity of scores or any differences in accuracy of prediction of scores on the state standardized science assessment. Overall, 25 eighth-grade science students were administered two SV-S and two VM forms with identical items along with spring eighth-grade maze passages from Aimsweb. Students had recently taken the eighth-grade state science test. Results regarding technical adequacy for each CBM tool were consistent with past findings. However, this study extends the literature base on CBM tools in science by providing evidence for using standards to develop VM forms. In addition, despite probable ceiling effects, additional evidence was found for the potential of SV-S as a CBM tool in science.