Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

Sarah J. Conoyer; Lisa Goran; Abigail A. Allen; Katie E. Hoffman

doi:10.1177/1534508418818883

Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

Sarah J. Conoyer, Lisa Goran, Abigail A. Allen, Katie E. Hoffman

Research output: Contribution to journal › Article › peer-review

Abstract

The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r =.49) compared to the mean of two weekly forms (r =.65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.

Original language	English (US)
Pages (from-to)	311-320
Number of pages	10
Journal	Assessment for Effective Intervention
Volume	45
Issue number	4
Early online date	Dec 26 2018
DOIs	https://doi.org/10.1177/1534508418818883
State	Published - Sep 1 2020
Externally published	Yes

Keywords

Curriculum-Based Measurement
postsecondary
progress monitoring

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
General Health Professions

Online availability

10.1177/1534508418818883

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abstract = "The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r =.49) compared to the mean of two weekly forms (r =.65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.",

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AU - Hoffman, Katie E.

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AB - The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r =.49) compared to the mean of two weekly forms (r =.65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.

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Exploring the Reliability of Curriculum-Based Measurement as a Formative Assessment in a College Classroom

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