A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures.
This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary investigation of growth patterns on M-CBM and CBM-Maze. The sample included 898 cases from 3rd through 5th grade over 2 academic years from one elementary school in the rural Midwest. All students participated in tri-annual benchmark assessments in which they were administered R-CBM, CBM-Maze, and M-CBM. Repeated measures analysis of variance was used to examine patterns of growth for all three measures. Students demonstrated greater R-CBM weekly growth during winter-to-spring than fall-to-winter across grade levels. Patterns for CBM-Maze and M-CBM were somewhat inconsistent across school years and grade levels. Results are discussed in terms of contextual variables that may impact within-year growth patterns and technical characteristics of CBM slopes.
Graney
Suzanne B
SB
Rochester Institute of Technology, USA.
Missall
Kristen N
KN
Martínez
Rebecca S
RS
Bergstrom
Melissa
M
D000293:Adolescent; D002648:Child; D003479:Curriculum; D004521:Educational Measurement; D006801:Humans; D008433:Mathematics; D011932:Reading