Comparison of progress monitoring with computer adaptive tests and curriculum based measures
multiple schools, NA (city), Tennessee (TN)
From the abstract: "The purpose of this study was to compare both rates of reading achievement growth and predictive power of two widely-used assessments representing two different approaches to measurement - a computer adaptive assessment called Star Reading and a curriculum based measurement called AIMSweb. A total of 117 students from a school district in Tennessee were included in the sample. Data collection spanned two school years, and included students who were progress monitored (taking a minimum of 4 tests per year) in grades 1 through 4 in one year, and in grades 2 through 5 the subsequent year. Across the two years, interventions for both groups of students were consistent. The results of this study indicate that both measures were able to detect incremental change, and provide further support that both computer adaptive measures such as Star Reading and CBMs such as AIMSweb R-CBM are acceptable for progress monitoring. Of the two measures, only Star Reading achieved a significant correlation with the state reading assessment."
Citation: Shapiro, E. S., & Gibbs, D. P. (2014). Comparison of progress monitoring with computer adaptive tests and curriculum based measures. Bethlehem, PA: Center for Promoting Research to Practice, Lehigh University.
The full report is available online.
For information about research not available electronically, please email us at email@example.com.