Preliminary Consequential Validity Evidence for a Computerized Oral Reading Fluency Assessment

• In Event: Assessing Early Learners, Literacy, and Writing Skills

Abstract

Curriculum-based measurement of oral reading fluency (ORF) is used to identify students at-risk for poor learning outcomes through screening assessments, and to monitor student progress to help guide and inform instructional decision-making. The purpose of this study was to compare the consequential validity properties of CORE and a traditional ORF assessment (easyCBM) for students in Grades 2 through 4. We found good evidence for the predictive and concurrent validity of CORE (comparable to traditional ORF), and improved properties of reliability for CORE compared to traditional ORF from a longitudinal design. We discuss the implications of these results for practitioners using these classroom assessments.

Authors

• Joseph F.T. Nese, University of Oregon

• Daniel John Anderson, University of Oregon

• Akihito Kamata, Southern Methodist University