Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study. (October 2019)

• Record Type: Journal Article
• Authors: Conoyer, Sarah J.; Ford, Jeremy W.; Smith, R. Alex; Mason, Erica N.; Lembke, Erica S.; Hosp, John L.
• Is Part Of: Journal of psychoeducational assessment. Volume 37:Number 7(2019)
• Page Start: 887
• Page End: 898
• Publication Date: 2019-10
• Subjects: curriculum-based assessment -- education assessment -- response to intervention (RTI)/multi-tiered system of supports (MTSS) -- science -- disciplines and subjects -- validity -- measurement -- reliability -- diagnostic classification models; Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282918803493
• Languages: English
• ISSNs: 0734-2829

Abstract

This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students' at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.