Diagnostic Efficiency of easyCBM Reading Washington State. Technical Report #1107 /

Diagnostic Efficiency of easyCBM Reading [electronic resource] : Washington State. Technical Report #1107 / Daniel Anderson, Bitnara Jasmine Park and P. Shawn Irvin.

Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the follow...

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Bibliographic Details
Online Access: Full Text (via ERIC)
Main Authors: Anderson, Daniel, Park, Bitnara Jasmine (Author), Irvin, P. Shawn (Author), Alonzo, Julie (Author), Tindal, Gerald (Author)
Corporate Author: University of Oregon, Behavioral Research and Teaching (BRT)
Format: Electronic eBook
Language:English
Published: [S.l.] : Distributed by ERIC Clearinghouse, 2011.
Subjects:
Intervention.
Diagnostic Tests.
Response to Intervention.
At Risk Students.
Scores.
Cutting Scores.
Screening Tests.
Reading Tests.
School Districts.
Prediction.
Measurement Techniques.
Classification.
State Standards.
Formative Evaluation.
Benchmarking.
Reading Fluency.
Reading Comprehension.
Vocabulary Development.
Knowledge Level.
Description
Summary:Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from two districts in Washington state. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish "true" risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measure to correctly predict student classification (meeting/not meeting standards) on the Washington state test. Results are presented for both the full sample and for each of seven different subgroups, when n [greater than or equal] 50. (Contains 31 tables and 1 figure.)
Item Description:Availability: Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org.
Sponsoring Agency: Institute of Education Sciences (ED).
Abstractor: As Provided.
Physical Description:925 p.

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