Curriculum-based measurement in the content areas: vocabulary matching as an indicator of progress in social studies learning.
The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge test, the social studies subtest of the Iowa Test of Basic Skills (ITBS), and student grades. Both the student- and examiner-read measures reflected change in performance; however, only the student-read measure resulted in interindividual differences in growth rates. Significant relations were found between the growth rates generated by the student-read vocabulary measure and student course grades, ITBS scores, and growth on the knowledge test. These results support the validity of a vocabulary-matching measure as an indicator of student learning in the content areas. The results are discussed in terms of the use of CBM as a system for monitoring performance and evaluating interventions for students with learning disabilities in content-area classrooms.
Espin
Christine A
CA
Department of Educational Psychology, University of Minnesota, USA.
Shin
Jongho
J
Busch
Todd W
TW
D000293:Adolescent; D003479:Curriculum; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D015203:Reproducibility of Results; D012942:Social Sciences / Q000193:education*; D016896:Treatment Outcome; D014825:Vocabulary