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A Validity Argument for a Mathematics Curriculum-Based Measure: Implications for Response to Intervention Decision-Making Within a response to intervention (RTI) framework, many schools initially group students into tiers on the basis of normative achievement. Using a screener and benchmarks with curriculum-based measurement (CBM), students are classified as being academically “at-risk” or not. In the current study, we present a validity argument for the use of a mathematics CBM as a classification tool within RTI and explore the relation between a…
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Estimating School Effects with a State Testing Program Using Transition Matrices For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now integrated with other measures of student learning, nevertheless remains a primary metric for reporting achievement. We examine transition over categories across two years for three cohorts of middle school students as one…
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Tindal, G. (2017). Oral reading fluency: Outcomes from 30 years of research . (Technical Report No. 1701). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This paper is about oral reading fluency, how it has been measured, the students who have been measured, and the outcomes that have been reported for both performance and progress. TechRpt_1701
Hasbrouck, J., Tindal, G. (2017). An update to compiled ORF norms. (Technical Report No. 1702). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This paper describes the origins of the widely used curriculum-based measure of oral reading fluency (ORF) and how the creation and use of ORF norms has evolved over time. TechRpt_1702
Exploring the Robustness of a Unidimensional Item Response Theory Model with Empirically Multidimensional Data Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents’ location on the latent trait. Yet, few tests are truly unidimensional. Unmodeled dimensions may result in test items displaying dependencies, which can lead to misestimated parameters and inflated reliability estimates. In this…
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Julie Alonzo , Co-Director of BRT, was recently selected to attend the 2017 Summer Research Training Institute on sequential multiple assignment randomized trials (SMARTs). SMART designs are recommended for use in the development and evaluation of adaptive interventions, in which interventions are adapted when evidence suggests that adaptations are needed to better meet the needs of the individual receiving the interventions. The Summer Research Institute, funded by the National Center for Special Education Research (NCSER) in the Institute of Education…
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AERA (April 27th – May 1st, 2017 San Antonio, TX) The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results. Examining the Factor Structure and Measurement Invariance of a Large-scale Kindergarten Entry Assessment. Irvin, P. S., Tindal, G., & Slater, S.
NCME (April 27th – May 1st, 2017, San Antonio, TX) The National Council on Measurement in Education (NCME) is a professional organization for individuals involved in assessment, evaluation, testing, and other aspects of educational measurement. Members are involved in the construction and use of standardized tests; new forms of assessment, including performance-based assessment; program design; and program evaluation. Examining the Relation Between Kindergarten Entry & Emerging Literacy & Math Achievement. Irvin, P. S., Tindal, G., & Slater, S. Using Effect Size…
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Assessment of Students with Learning Disabilities: Using Students’ Performance and Progress to Inform Instruction. The combination of RTI and formative assessment, particularly curriculum-based measurement (CBM), provides an explicit system for better understanding and validating instructional decision-making using student responses. Tindal, G., Alonzo, J., Sáez, L., & Nese, J. F. T. (2017). Assessment of students with learning disabilities: Using students’ performance and progress to inform instruction. In K. Ercikan & J. W. Pellegrino (Eds.), Validation of Score Meaning in the Next…
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Graduate Employee Josh Kahn Receives Betty Foster McCue Scholarship April 2017 BRT Graduate Employee Josh Kahn was recently awarded a Betty Foster McCue Scholarship by the University of Oregon Graduate School. This award recognizes doctoral candidates in the final year of their doctoral programs whose dissertations focus on topics related to human development and performance. Josh’s dissertation focuses on the development and validation of a measure of Administrative Decision-Making in Student Discipline (ADMin-SD). Previous research has demonstrated that students are…
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