Predicting Performance on State Achievement Tests Using Curriculum-Based Measurement in Reading: A Multilevel Meta-Analysis

2009 ◽  
Vol 31 (6) ◽  
pp. 412-422 ◽  
Author(s):  
Seungsoo Yeo
Keyword(s):  
Meta Analysis ◽  
Achievement Tests ◽  
Curriculum Based Measurement ◽  
Predicting Performance

Meta-Analysis of Criterion Validity for Curriculum-Based Measurement in Written Language

2016 ◽  
Vol 51 (2) ◽  
pp. 72-82 ◽  
Author(s):  
John Elwood Romig ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Grade Level ◽  
Meta Analysis ◽  
Criterion Validity ◽  
Written Language ◽  
Curriculum Based Measurement ◽  
Inclusion Criteria ◽  
Correct Word

We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies ( N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable criterion validity with commercially developed and state- or locally developed criterion assessments. Results indicated trends for scoring procedures at each grade level. Implications for researchers and practitioners are discussed.

Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence

2009 ◽  
Vol 47 (6) ◽  
pp. 427-469 ◽  
Author(s):  
Amy L. Reschly ◽  
Todd W. Busch ◽  
Joseph Betts ◽  
Stanley L. Deno ◽  
Jeffrey D. Long
Keyword(s):  
Reading Achievement ◽  
Oral Reading ◽  
Meta Analysis ◽  
Curriculum Based Measurement

Meta-Analysis of Validity and Review of Alternate Form Reliability and Slope for Curriculum-Based Measurement in Science and Social Studies

2020 ◽  
pp. 153450842097845
Author(s):  
Sarah J. Conoyer ◽  
William J. Therrien ◽  
Kristen K. White
Keyword(s):  
Social Studies ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Criterion Validity ◽  
Alternative Form ◽  
Significant Heterogeneity ◽  
Curriculum Based Measurement ◽  
Content Areas ◽  
Alternate Form ◽  
Alternate Form Reliability

Meta-analysis was used to examine curriculum-based measurement in the content areas of social studies and science. Nineteen studies between the years of 1998 and 2020 were reviewed to determine overall mean correlation for criterion validity and examine alternate-form reliability and slope coefficients. An overall mean correlation of .59 was found for criterion validity; however, there was significant heterogeneity across studies suggesting curriculum-based measure (CBM) format or content area may affect findings. Low to high alternative form reliability correlation coefficients were reported across CBM formats between .21 and .89. Studies investigating slopes included mostly vocabulary-matching formats and reported a range from .12 to .65 correct items per week with a mean of .34. Our findings suggest that additional research in the development of these measures in validity, reliability, and slope is warranted.

Meta-Analysis of Prompt and Duration for Curriculum-Based Measurement of Written Language

2020 ◽  
pp. 1-17
Author(s):  
John Elwood Romig ◽  
Alexandra A. Miller ◽  
William J. Therrien ◽  
John W. Lloyd
Keyword(s):  
Meta Analysis ◽  
Written Language ◽  
Curriculum Based Measurement
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