title: Assessing the reliability of Curriculum-Based Measurement: an application of Latent Growth Modeling.
abstract: The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the reliability of CBM reading aloud data over repeated measurements. The analysis revealed that the reliability of CBM data was not a fixed property of the measure, but it changed with time. The study demonstrates the need to consider reliability in new ways with respect to the use of CBM data as repeated measures.
authors.affiliation: Inje University, South Korea. yssdreams@gmail.com
authors.forename: Seungsoo
authors.initials: S
authors.lastname: Yeo
authors.forename: Dong-Il
authors.initials: DI
authors.lastname: Kim
authors.forename: Lee
authors.initials: L
authors.lastname: Branum-Martin
authors.forename: Miya Miura
authors.initials: MM
authors.lastname: Wayman
authors.forename: Christine A
authors.initials: CA
authors.lastname: Espin
mesh_terms: D002648:Child; D003479:Curriculum; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D015203:Reproducibility of Results