BEHAVIORAL RESEARCH & TEACHING
Research and Development in Student Learning and Academic Assessment
Directed Reading Assessments (DRA) – Reading assessments that expand the existing reading measures on easyCBM, Gr. 3 – 8, to include non-fiction (Read to Perform a Task, Informational Text) and shorter fiction (Short Literary Text) passages. DirectedRdgAssmnt
Distributed Item Review (DIR) – A web-based system for presenting test items to experts across a broad geographic region so they can review them for important dimensions of bias, sensitivity, and alignment with standards DIR_Riverside
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice. Evaluating Growth of Sudents with Significant Cognitive Disabilities on Alternate Assessments. Tindal, G., & Nese, J. F. T. EvalGrwthAltAssmnts_TindalNese
Including students with disabilities in large scale testing: Traveling blue highways and the many issues encountered In the U.S. Tindal, G. IncludingStdntsDisabilitiesLgScaleTesting_Tindal
Individual differences or individual difference. Tindal, G. IndividualDifference_Tindal
The Confederation of Oregon School Administrators (COSA), serves and represents more than 2,000 school administrators, managers and executives. COSA was founded in 1974 to give Oregon’s education leaders a united voice in helping to shape public policy, advocate for schools and speak on behalf of students. Linking Standards to the IEP for Students Participating in the Oregon Alternate ‘Extended” Assessment. Lenhardt, B., Tindal, G., & Farley, D. LinkingIEP StandardsOrAltAssmnt_LenhardtTindalFarley
Irvin, P. S., Pilger, M., Sáez. L., Alonzo, J. (2016). Innovation need survey: Implementing a technology tool to improve early data-based decisions to address and prevent learning disabilities (Technical Report No. 1602). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The purpose of this report is to learn about the field’s readiness to implement a tablet-based early screening system designed to support teacher decision-making and improve learning outcomes in preschool and kindergarten settings, based on input from Oregon early…
Read more
Anderson, D., Rowley, B., Alonzo, J., Tindal, G. (2014). Criterion validity evidence for the easyCBM CCSS math measures: Grades 6-8 (Technical Report No. 1402). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report describes a study to explore the validity of the easyCBM© CCSS Math tests by evaluating the relation between students’ scores on these measures in Grades 6-8, and the Stanford Achievement Test, 10thedition (SAT-10). TechRpt_1402
Alonzo, J., Park, B. J., & Tindal, G. (2013). Examining the internal structure of the easyCBM reading measures, grades K-5 (Technical Report No. 1302). Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. TechRpt1302
Wray, K., Lai, C. F., Sáez. L., Alonzo, J., Tindal, G. (2014). easyCBM beginning reading measures: Grades K-1 alternate form reliability and criterion validity with the SAT-10 (Technical Report No. 1403). Eugene, OR: Behavioral Research and Teaching, University of Oregon. We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N= 84-‐199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-‐10) across 5…
Read more