BEHAVIORAL RESEARCH & TEACHING
Research and Development in Student Learning and Academic Assessment
Anderson, D., Alonzo, J., & Tindal, G. (2010). easyCBM mathematics criterion related validity evidence: Oregon state test (Technical Report No. 1011). Eugene, OR: Behavioral Research and Teaching, University of Oregon. TechRpt_1011
Lai, C. F. (2010). Error analysis in Mathematics (Technical Report No. 1012). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Error analysis is a method commonly used to identify the cause of studenterrorswhen they make consistent mistakes. It is a process of reviewing a student’s work and then looking for patterns of misunderstanding. Errors in mathematics can be factual, procedural, or conceptual, and may occur for a number of reasons. TechRpt_1012
Wray, K. A., Alonzo, J., Tindal, G. (2014). Internal consistency of the easyCBM vocabulary measures grades 2-8 (Technical Report No. 1406). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report documents findings from a study of the internal consistency and split‐half reliability of the easyCBM© Vocabulary measures, grades 2-8. TechRpt_1406
Alonzo, J., Park, B. J., Tindal, G. (2013). An examination of the internal structures of the gr. K-5 easyCBM CCSS reading measures: A construct validity study (Technical Report No. 1305). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical report presents the results of a construct validity study in which we used confirmatory factor analysis to study the ways in which the different easyCBM® reading measures relate to one another. These assessments, which include item prompts based on…
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Response to Intervention made easy
Behavioral Research and Teaching is comprised of a small group of researchers conducting research and development in student learning academic assessment. The shop is funded from federal grants and state contracts and is comprised of faculty, staff, and students committed to the development of effective educational programs for all students. The projects at BRT concentrate on access to learning so that appropriate and accurate information can be collected from all students to improve decision-making. We focus on developing information systems…
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Anderson, D., Patarapichayatham, C., Nese, J. F. T. (2013). Basic concepts of structural equation modeling (Technical Report No. 1306). Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this paper we introduce the basic concepts of structural equation modeling (SEM) for consumers of research. The purpose is to help provide readers a basis from which articles employing SEM can evaluated; but not necessarily to teach readers how to conduct an analysis. TechRpt_1306
Sáez. L., Lai, C. F., Tindal, G. (2013). Learning progressions: Tools for assessment and instruction for all learners (Technical Report No. 1307). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Conceptually, learning progressions hold promise for improving assessment and instruction by precisely outlining what students know and don’t know at particular stages of knowledge and skill development. Based upon a synthesis of the literature, a rationale for the use of learning progressions maps to clarify how learning progresses in English…
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Anderson, D. (2013). Hierarchical Linear Modeling (HLM): An introduction to key concepts within cross-sectional and growth modeling frameworks (Technical Report No. 1308). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This manuscript provides an overview of hierarchical linear modeling (HLM), as part of a series of papers covering topics relevant to consumers of educational research. HLMis tremendously flexible, allowing researchers to specify relations across multiple “levels” of the educational system (e.g., students, classrooms, schools, etc.). TechRpt_1308
Lai, C. F., Alonzo, J., Tindal, G. (2013). easyCBM reading criterion related validity evidence: Grades K-1 (Technical Report No. 1309). Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence. TechRpt_1309