Aligning Formative and Summative Assessment (Poster 23)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Classroom Assessment SIG Poster Session

Abstract

Curriculum Based Measures (CBM) are brief and easy to administer classroom based formative tests of discrete skills and are typically used for monitoring student progress. This study examines the predictive validity of using CBMs as indicators of end of year performance on a large-scale standardized test of reading. 6447 students in grades three through eight were each given three CBMs; reading fluency, vocabulary, and reading comprehension. Performance on the end of year standardized reading test was then regressed onto the three CBMs. Results indicate CBMs were moderately predictive of the large-scale reading test. Psychometric properties of the measures are highlighted, attributes across grades three through eight are explored, and implications for practice are discussed.

Authors

• Luke S. Duesbery, San Diego State University

• Paul Justice, San Diego State University