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Tag Archive: 2019

NCME – Special Conference on Classroom Assessment (September 18th-19th, 2019, Boulder, CO)

NCME – Special Conference on Classroom Assessment (September 18th-19th, 2019, Boulder, CO) The National Council on Measurement in Education (NCME). The purpose of this special conference is to foster dialog between education practitioners, policymakers and researchers around implementing principled approaches to developing and using classroom assessment for teaching and learning.  For this third special conference on classroom assessment, we emphasize the importance and role of Research-Practice Partnerships between researchers and education practitioners to advance coherent approaches in the design and uses of classroom…
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Article Published: Changes in Status and Performance Over Time for Students With Specific Learning Disabilities

Changes in Status and Performance Over Time for Students With Specific Learning Disabilities With the shift from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA), accountability models are being changed. Given the past 15 years of reporting on student subgroups and IO years using various growth models, accountability systems can now be better informed. In this study, we analyze identification and services of students with specific learning disabilities (SLDs). First, we document the degree to which they…
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Initial Norms for the easyCBM® Spanish Language Vocabulary Assessments (Technical Report No. 1901)

Alonzo, J. Initial norms for the easyCBM® Spanish language vocabulary assessments.(Technical Report No. 1901). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical brief describes the easyCBM® Spanish language Vocabulary assessments added to the easyCBM® system in the fall of 2018 and provides the initial norms for the fall and winter assessments. These norms should be interpreted with caution, as the sample was smaller than ideal, particularly for the Winter norms.     TechRpt_1901

ReadWorks Article-A-DayTM: Using a Maze Assessment to Test the Impact Of Building Background Knowledge on Reading Comprehension (Technical Report No. 1902)

Nobles, S., Anderson, D., Raman, M., Laird, K. & Tindal, G. ReadWorks Article-A-DayTM: Using a maze assessment to test the impact of building background knowledge on reading comprehension. (Technical Report No. 1902). Eugene, OR: Behavioral Research and Teaching, University of Oregon. This study was premised on the importance of vocabulary in comprehending text. Critical findings from both the National Reading Plan (NRP) and the National Reading Technical Assistance Center (NRTAC) frame this study, both in the intervention that was implemented and…
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