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

Conoyer, Sarah J.; Therrien, William J.; White, Kristen

doi:10.1177/1534508420978457

Cited by 6 publications

(10 citation statements)

References 52 publications

(92 reference statements)

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“…Students completed three proximal multiple‐choice vocabulary curriculum‐based measures (CBMs) in order to monitor progress throughout the course of the study. CBMs are used to provide a reliable and valid assessment of student progress on achieving a skill (Conoyer et al, 2020; Espin et al, 2013). In this study, the CBMs were 20 multiple‐choice items where the term was the stem (e.g., Atoms are…) and then five answer choices were provided (i.e., the answer, three distractors, and I do not know).…”

Section: Methodsmentioning

confidence: 99%

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

et al. 2022

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Understanding science allows students with and without developmental and behavioral‐based (DB) disabilities to better appreciate the world around them as well as prepare them for the growing science‐related job market. However, students in the United States consistently underperform on science achievement tests compared to students from other nations. This underperformance could be attributed, in part to science having many specialized vocabulary terms that are not often taught explicitly, leaving students with incomplete or inaccurate understandings of word meanings. Improving science vocabulary instructional practices may support students with and without DB disabilities in enhancing their science achievement. To address this need, researchers implemented multicomponent multimedia professional development (PD) to support middle‐school science teachers in delivering high‐quality vocabulary instruction in inclusive settings. In this paper, data collected from a study evaluating the efficacy of the PD were analyzed to determine the influence on student outcomes using ANOVA and multilevel modeling methodologies. Though initial results indicate a promising impact on teacher instructional practices, little is known whether teacher participation in the PD affected student science vocabulary and content knowledge growth. Using multilevel modeling, student science knowledge growth was evaluated following their teachers' exposure to the PD. The findings from this study indicate having indirect exposure to PD had a positive effect on science content knowledge for students with and without DB disabilities (N = 980). In addition, the authors found students with DB disabilities whose teachers had access to PD showed a larger gain in science knowledge than general education students whose teachers did not have access to the PD.

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Section: Methodsmentioning

confidence: 99%

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

et al. 2022

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“…A meta-analysis and review conducted by Conoyer et al (2022) compiled results across 19 studies investigating the development of CBMs in social studies and science. Of those 19 studies, 84% reported a criterion validity coefficient and 63% reported alternate form reliability coefficients.…”

Section: Content Area Cbmmentioning

confidence: 99%

“…This estimate is similar to an estimate that found with writing CBMs (Romig et al, 2017). However, large heterogeneity in criterion validity estimates from both meta-analyses exist depending on the CBM scoring procedure or formats used (Conoyer et al, 2022; Romig et al, 2017). This suggests that format and scoring procedures may influence the apparent relationship to criterion measures.…”

Section: Content Area Cbmmentioning

confidence: 99%

“…This type of measurement is group administered and students typically read silently to complete the task. Results suggested that VM-CBMs produced the highest mean correlation estimate of criterion validity (.69) across both social studies and science content areas (Conoyer et al, 2022). This finding is similar to a recent review of oral reading fluency CBMs which indicated a mean correlation estimate of .63 (Shin & McMaster, 2019).…”

Section: Content Area Cbmmentioning

confidence: 99%

“…To prevent student failure, working to identify students who lack these foundational concepts through a formative assessment process is key (Vannest et al, 2011). Curriculum technologies need to continue to evolve to identify students in younger grade levels who may be struggling to acquire domain knowledge in science, prior to state level summative assessments (Conoyer et al, 2022; Espin et al, 2013).…”

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confidence: 99%

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Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats

Conoyer

Wagner

Janssen³

et al. 2023

Assessment for Effective Intervention

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As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-Matching Curriculum based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary language. Typically, VM-CBMs have been given in a one-page format, but there has been little investigation of modified presentation of VM items. Participants included 77 fourth grade students from a midwestern rural school district. Students from four different classrooms were administered either typical one page or multipage VM-CBM forms. Multipage forms produced strong alternate form reliability ( r = .92, 95% confidence interval [CI] = [.85, .96]). Typical forms produced a moderate reliability coefficient ( r = .58, 95% CI = [.32, .76]). Regarding concurrent validity, multipage forms were also strongly correlated ( r = .71, 95% CI = [.50, .84]; r = .72, 95% CI = [.51, .85]) while typical forms were weakly correlated ( r = .40, 95% CI = [.10, .64]; r = .47, 95% CI = [.17, .69]) with a standardized state science assessment. The multipage format appears promising, however, further item level analysis is needed to determine the most efficient way to screen and support students in elementary science literacy.

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A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?

Fry,

Toste,

Feuer

et al. 2023

J Learn Disabil

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Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.

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

Cited by 6 publications

References 52 publications

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

Enhancing science performance of middle‐school students with and without developmental and behavioral‐based disabilities using the Content Acquisition Podcast Professional Development approach

Exploring Curriculum-Based Measurement in Elementary Science: Investigating Two Vocabulary-Matching Formats

A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?

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