BRT News

Guerreiro, M., Alonzo, J., Tindal, G. (2014). Internal consistency of the easyCBM CCSS reading measures grades K-8 (Technical Report No. 1407). 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© CCSS Reading measures, grades 3-8.     TechRpt_1407

Anderson, D., Alonzo, J., Tindal, G., Farley, D., Irvin, P. S., Lai, C. F., Saven, J. L., Wray, K. A. (2014). Technical manual: easyCBM (Technical Report No. 1408). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Since the easyCBM© learning system was first published in 2006, over $8 million of federal funding (both from the Office of Special Education Programs and more recently from the Institute of Education Sciences) has been used to develop, study, and refine the assessments…
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Saven, J. L., Tindal, G., Irvin, P. S., Farley, D., Alonzo, J. (2014). easyCBM norms 2014 edition. (Technical Report No. 1409). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Previous norms for the easyCBM assessment system were computed using scores fromall students who took each measure for every grade and benchmark season (fall, winter, and spring). During the 2013-­‐14 school year, new national norms were developed to more accurately (proportionately) represent reading and mathematics performance by two variables: region…
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Farley, D., Saven, J. L., Tindal, G., Nese, J. F. T. (2013). Analysis of growth on state tests for students with significant cognitive disabilities (Technical Report No. 1311). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges.   TechRpt_1311

Anderson, D., Alonzo, J., Tindal, G. (2013). Study of the reliability of CCSS-aligned math measures (2012 research version): Grades 6-8 (Technical Report No. 1312). Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this technical report, we describe the results of a study of mathematics items written to align with theCommon Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental…
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Anderson, D., Alonzo, J., Tindal, G. (2013). easyCBM CCSS math item scaling and test form revision (2012-2013): Grades 6-8 (Technical Report No. 1313). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8.   TechRpt_1313

Irvin, P. S., Saven, J. L., Alonzo, J., Park, B. J., Anderson, D., Tindal, G. (2013). The development and scaling of the easyCBM CCSS elementary mathematics measures: Grade K (Technical Report No. 1314). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention(RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part,on the alignment between…
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