BEHAVIORAL RESEARCH & TEACHING
Research and Development in Student Learning and Academic Assessment
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
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
Diagnostic Reading Progress Monitoring (DPRM) – DRPM is a computer-based reading assessment that offers 20 alternate forms each of two silent reading fluency and two vocabulary measures. The measures are to be used as part of a response to intervention (RTI) system and provide diagnostic information to supplement other measures. The DRPM reading measures are computer-based so teachers can efficiently collect data. Reports highlight essential differences in the decoding aspects of performance (the silent reading …
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Individual differences or individual difference. Tindal, G. IndividualDifference_Tindal
Including students with disabilities in large scale testing: Traveling blue highways and the many issues encountered In the U.S. Tindal, G. IncludingStdntsDisabilitiesLgScaleTesting_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…
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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…
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