Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

Sarah J. Conoyer, Lisa Goran, Abigail A. Allen, Katie E. Hoffman

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)311-320
Number of pages10
JournalAssessment for Effective Intervention
Volume45
Issue number4
DOIs
StatePublished - Sep 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

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