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

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

Research output: Contribution to journalArticle

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)
JournalAssessment for Effective Intervention
DOIs
StateAccepted/In press - Jan 1 2018

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Curriculum
Students
curriculum
Special Education
classroom
Vocabulary
special education
semester
vocabulary
student
teacher
Direction compound

All Science Journal Classification (ASJC) codes

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

Cite this

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Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom. / Conoyer, Sarah J.; Goran, Lisa; Allen, Abigail A.; Hoffman, Katie Eileen.

In: Assessment for Effective Intervention, 01.01.2018.

Research output: Contribution to journalArticle

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