Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics

Keller‐Margulis, Milena A.; Shapiro, Edward S.; Hintze, John M.

doi:10.1080/02796015.2008.12087884

Cited by 80 publications

(53 citation statements)

References 31 publications

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“…For ORF, across both fourth- and fifth grade and all benchmarking periods, the resulting AUC values exceed the recommended AUC value of .80 (Metz, 1978) for screening tools. This is consistent with research conducted by Roehrig, Petscher, Nettles, Hudson, and Torgesen (2008), Keller-Margulis and colleagues (2008), and Petscher and Kim (2011). The results of this study also found that sensitivity, positive predictive power, and negative predictive power were higher for fifth-grade students.…”

Section: Discussionsupporting

confidence: 92%

“…Results indicate that ORF were strongly correlated with the North Carolina and Illinois reading tests for students in the third- ( r = .69–.72), fourth- ( r = .70–.72), and fifth grade ( r = .67–.69). Later studies indicated that AIMSweb ORF had a correlation of .70 if the criterion was administered within 1 year, and .50 to .60 if the criterion was administered within 2 years (Keller-Margulis, Shapiro, & Hintze, 2008; Merino et al, 2010; Silberglitt & Hintze, 2005).…”

Section: Methodsmentioning

confidence: 99%

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Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments

VanMeveren

Hulac

Wollersheim-Shervey

2018

Assessment for Effective Intervention

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Reading screening assessments help educators identify students who are at risk of reading and determine the need for intervention and supports. However, some schools screen and assess students more often than needed, and the additional information does not improve the accuracy of decisions. This may be especially true for students at the upper elementary grades who have already taken high-stakes tests. This exploratory study evaluated how accurately a variety of screening measures predicted performance on a high-stakes end of year test for fourth- and fifth-grade students. Results of this study indicated that previous scores on the statewide assessment and computer-adaptive assessment best predicted student performance on a high-stakes reading test (Minnesota Comprehensive Assessment—Third Edition). When comparing screening models, a two-gate approach appeared to be the best method for identifying student risk.

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Section: Discussionsupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments

VanMeveren

Hulac

Wollersheim-Shervey

2018

Assessment for Effective Intervention

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“…Correlation results for third and fourth grades’ slope suggested that growth on the STAR-R is weakly related to state test performance 1 and 2 years later. Although this study examined a CAT, a similar finding emerged regarding the long-term relationship of R-CBM slope and a state test (Keller-Margulis, Shapiro, & Hintze, 2008). Measures used for screening, such as those encompassing R-CBM (e.g., oral reading fluency, word recognition fluency) often function as an efficient snapshot to indicate overall reading performance (Deno, 1985).…”

Section: Discussionsupporting

confidence: 58%

“…In fact, across all cut score selection procedures, sensitivity levels were generally higher for fourth and fifth grades, and sometimes third grade. STAR-R may be a viable screening option, particularly at fourth and fifth grades where R-CBM has demonstrated weaker relationships (e.g., Keller-Margulis et al, 2008). Given the breadth of skills measured by STAR-R, more accurate screening decisions as well as recommendations for intervention may be possible.…”

Section: Discussionmentioning

confidence: 99%

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Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test

Ochs

Keller‐Margulis

Santi

et al. 2018

Assessment for Effective Intervention

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Universal screening is the first mechanism by which students are identified as at risk of failure in the context of multitiered systems of supports. This study examined the validity and diagnostic accuracy of a reading computer-adaptive test as a screener to identify state achievement test performance for third through fifth graders ( N = 1,696). Single time points and slopes within year and longitudinally were examined. Validity results for single points were moderate (.60–.79, p < .002). Validity for slopes and the state test were weak or not significant. Diagnostic accuracy cut scores that maximized sensitivity and specificity yielded high accuracy for single points whereas sensitivity was inadequate for slopes. Practical implications and future directions are presented.

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Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

Anselmo

Yarbrough

Kovaleski

et al. 2017

Psychology in the Schools

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This study analyzed the relationship between benchmark scores from two curriculum-based measurement probes in mathematics (M-CBM) and student performance on a state-mandated high-stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterionrelated and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills.Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high-stakes test, suggesting that it may have limitations as a universal screening measure for secondary students.

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Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics

Cited by 80 publications

References 31 publications

Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments

Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments

Long-Term Validity and Diagnostic Accuracy of a Reading Computer-Adaptive Test

Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

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