Examining Curriculum-Based Measurement Screening Tools in Middle School Science: A Scaled Replication Study

Sarah J. Conoyer, Jeremy W. Ford, R. Alex Smith, Erica N. Mason, Erica S. Lembke, John L. Hosp

Research output: Contribution to journalArticlepeer-review

Abstract

This replication study examined the alternate form reliability, criterion validity, and predictive utility of two curriculum-based measurement (CBM) tools in science, Vocabulary-Matching (VM) and Statement Verification for Science (SV-S), for the purpose of screening. In all, 205 seventh-grade students from four middle schools were given alternate forms of each science CBM tool. Scores from the Idaho Standards Achievement Test (ISAT) science assessment were obtained. Stronger evidence of reliability and validity with the ISAT was found for VM compared with SV-S. With regard to predictive utility, VM more accurately classified students’ at-risk status compared with SV-S for identifying proficiency on the ISAT. Practical implications and directions for future research are also discussed.

Original languageEnglish (US)
Pages (from-to)887-898
Number of pages12
JournalJournal of Psychoeducational Assessment
Volume37
Issue number7
DOIs
StatePublished - Oct 1 2019
Externally publishedYes

Keywords

  • curriculum-based assessment
  • diagnostic classification models
  • disciplines and subjects
  • education assessment
  • measurement
  • reliability
  • response to intervention (RTI)/multi-tiered system of supports (MTSS)
  • science
  • validity

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

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