BRT News – Page 13 – BEHAVIORAL RESEARCH & TEACHING

Oregon Extended Assessment-Vertical Scaling Project

Goal: Establish a computer-based vertically scaled English language arts (combined reading and writing) and mathematics test with three levels of difficulty – low, mid, and high – that students can take after completing 15 items for placement into these levels. This type of testing provides an adaptive form to ensure students do not take items for which they have a low probability of answering correctly or do not take items that are excessively easy (g., waste time and fatigue students)….
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NCAASE Grant

RFA: Special Education Research and Development Center Program (CFDA# 84.324C) Topic Two: Special Education R & D Center on Assessment and Accountability, Gerald Tindal (UO), Project Director & Co-PI, Ann Schulte (NCSU), Co-PI, Stephen N. Elliott (ASU), Co-PI, Joseph Stevens (UO), Co-PI In this application, we propose a National Research and Development Center on Assessment and Accountability for Special Education to develop and test various approaches for measuring the achievement growth of students with and without disabilities. We reference these…
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ICEBERG Grant

Funding Source: Office of Special Education Programs, Stepping Up Technology Implementation Pur p os e : The field lacks a comprehensive assessment of children’s early risk for reading disabilities (RD) that can be seamlessly used during the critical preschool‐ to‐ kindergarten transition. In addition, fundamentally different approaches to assessment across settings threaten the promise of effective early RD prevention. Consequently, we propose to develp strategies and resources to bridge assessment and data‐based decision‐making practices across preschool and kindergarten to promote…
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CORE Grant

Computerized Oral Reading Evaluation (CORE) PI: Joseph F. T. NeseCo-PI: Akihito Kamata (Southern Methodist University) This research project is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A140203 to the University of Oregon. Purpose: The purpose of this project is to develop and validate a new computerized assessments system of oral reading fluency (ORF), called Computerized Oral Reading Evaluation (CORE). CORE will contain an automated scoring algorithm based on a speech recognition engine and a…
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iPad/Tablet Administration Pilot Study

Date: Spring 2016 The Oregon Extended Assessment was redesigned in the 2014-15 school year in order to develop a vertical scale that would support modeling of academic growth for students with significant cognitive disabilities. The test design was also structured to support future tablet administrations. Behavioral Research & Teaching will be conducting a study in the spring of 2016 where students who take the ORExt will participate in the assessment in the typical format (paper/pencil), will wait approximately two weeks,…
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The Reliability, Sensitivity, and Criterion-Related Validity of Concept Comparisons and Concept Maps for Assessing Reading Comprehension (Research Report No. 3)

Parker, R. & Tindal, G. (1989). The reliability, sensitivity, and criterion-related validity of concept comparisons and concept maps for assessing reading comprehension (Research Report No. 3). Eugene, OR: Behavioral Research and Teaching, University of Oregon. RsrchRpt_3

Combining Informal Teacher Judgment and Objective Test Scores to Make Cross-Classroom Reading Group Placements (Research Report No. 4)

Parker, R., Hasbrouck, J., & Tindal, G. (1989). Combining informal teacher judgment and objective test scores to make cross-classroom reading group placements (Research Report No. 4). Eugene, OR: Behavioral Research and Teaching, University of Oregon. RsrchRpt_4

The Utility of Pflaum’s Oral Reading Miscue Categories (Research Report No. 5)

Parker, R., Hasbrouck, J., & Tindal, G. (1989). The utility of Pflaum’s oral reading miscue categories (Research Report No. 5). Eugene, OR: Behavioral Research and Teaching, University of Oregon. RsrchRpt_5

Use of Two Metrics in Direct Observation for Evaluating the Effectiveness of Special Education Programs (Research Report No. 6)

Parker, R. & Tindal, G. (1989). Use of two metrics in direct observation for evaluating the effectiveness of special education programs (Research Report 6). Eugene, OR: Behavioral Research and Teaching, University of Oregon. RsrchRpt_6

The Alignment of easyCBM Math Measures to Curriculum Standards (Technical Report No. 1002)

Nese, J. F. T., Lai, C. F., Anderson, D., Park, B. J., Tindal, G., & Alonzo, J. (2010). The alignment of easyCBM math measures to curriculum standards (Technical Report No. 1002). Eugene, OR: Behavioral Research and Teaching, University of Oregon. TechRpt_1002