Curriculum-Based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies |
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| Authors: | Christine A Espin Todd W Busch Jongho Shin Ron Kruschwitz |
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| Institution: | 1. University of Minnesota,;2. North St. Paul, Oakdale, Maplewood School District |
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| Abstract: | In this study, we examined the reliability and validity of two curriculum-based measures as indicators of performance in a content-area classroom. Participants were 58 students in a 7th-grade social studies class. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were knowledge pre- and post-tests, the social studies subtest of the Iowa Test of Basic Skills, and student grades. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Reliability of the measures was increased by combining scores across two testing sessions. Correlations between the predictor and criterion variables were moderate to moderately strong, with the exception of those between vocabulary-matching and student grades. Observed scores for students with LD were lower than for students without LD on both student- and administrator-read vocabulary-matching measures. Few differences in reliability and validity coefficients were found between the student- and administrator-read measures. Results are discussed in terms of the use of CBM as a system for monitoring performance and designing interventions for students with learning disabilities in content-area classrooms. |
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