The Effect of Data Collection Schedules on Curriculum-Based Measurement Growth Estimates

• In Event: Poster Session 6
  In Poster Session: Studies of Assessment Comparability, Teacher Perceptions and Use of Data, and Student Preparation for Testing

Abstract

One of the most commonly used tools to assess student response to instruction is Curriculum Based Measurement (CBM). To use CBM, educators administer grade level materials (e.g., reading passages) and calculate the number of correct responses (e.g., words read correct) from brief 1-3 minute standardized administrations. Educators then administer alternate forms across time, plot the results on time series graphs, and evaluate the patterns of observations to make inferences about the effectiveness of interventions. The purpose of this study is to evaluate the effects of data collection schedules on estimates of growth. Growth estimates from weekly, monthly, and tri-annual assessments for over 450 elementary students from three states were compared. Implications for intervention efficacy research and resource allocation are discussed.

Authors

• Ethan Van Norman, University of Minnesota - Twin Cities

• Theodore Christ, University of Minnesota

• Scott Ardoin, University of Georgia

• Tanya Eckert, Syracuse University

• Mary Jane White, University of Minnesota