Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom. (September 2020)

• Record Type: Journal Article
• Authors: Conoyer, Sarah J.; Goran, Lisa; Allen, Abigail A.; Hoffman, Katie E.
• Is Part Of: Assessment for effective intervention. Volume 45:Number 4(2020)
• Page Start: 311
• Page End: 320
• Publication Date: 2020-09
• Subjects: Curriculum-Based Measurement -- progress monitoring -- postsecondary; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508418818883
• Languages: English
• ISSNs: 1534-5084

Abstract

The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms ( r = .49) compared to the mean of two weekly forms (r = .65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.