The effect of nonlinear growth on the accuracy of curriculum-based measurement of reading decision rules.

AbstractThis article develops a market timing decision rule for cattle feeders based on profit maximization. We then compare it with the “status quo” strategy of feeding cattle to a targeted carcass end point. We estimate individual nonlinear dynamic growth functions to derive each animal's value of the marginal product in relation to days on feed. Given individual marginal factor costs, our results indicate that the use of a profit maximization rule could have increased average profits by $16.56 to $21.09 per head for the cattle of known age, and $7.67 to $11.32 per head if age was unknown.

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How accurate are interpretations of curriculum-based measurement progress monitoring data? Visual analysis versus decision rules

Journal of School Psychology ◽

10.1016/j.jsp.2016.07.003 ◽

2016 ◽

Vol 58 ◽

pp. 41-55 ◽

Cited By ~ 10

Author(s):

Ethan R. Van Norman ◽

Theodore J. Christ

Keyword(s):

Progress Monitoring ◽

Visual Analysis ◽

Decision Rules ◽

Monitoring Data ◽

Curriculum Based Measurement

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A Comparison of Common and Novel Curriculum-Based Measurement of Reading Decision Rules to Predict Spring Performance for Students Receiving Supplemental Interventions

Assessment for Effective Intervention ◽

10.1177/1534508417728695 ◽

2017 ◽

Vol 43 (2) ◽

pp. 110-120 ◽

Cited By ~ 8

Author(s):

Ethan R. Van Norman ◽

David C. Parker

Keyword(s):

Decision Rule ◽

Classification Accuracy ◽

Progress Monitoring ◽

Current Trend ◽

Decision Rules ◽

Curriculum Based Measurement ◽

Trend Line ◽

Expected Performance ◽

Line Slope ◽

Positive Agreement

Recent simulations suggest that trend line decision rules applied to curriculum-based measurement of reading progress monitoring data may lead to inaccurate interpretations unless data are collected for upward of 3 months. The authors of those studies did not manipulate goal line slope or account for a student’s level of initial performance when evaluating the accuracy of progress monitoring decisions. We explored how long progress needs to be monitored before ineffective interventions can be accurately identified using actual data. We calculated classification accuracy statistics to evaluate the extent to which recommendations from three common and two novel decision rules correctly predicted spring performance across six levels of duration (8, 10, . . . 18 weeks) and two goal types (normative and default spring benchmark). Comparing the median of the last three observations as well as current trend with expected performance at a given week consistently yielded higher positive agreement rates than data point or prediction-based decision rules. Decision rule performance improved as duration increased, but a point of diminishing returns was observed. Decisions based on normative goals yielded consistently higher chance-corrected agreement outcomes.

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Lernverlaufsdiagnostik: Ein Ansatz zur längerfristigen Lernfortschrittsmessung

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie ◽

10.1026/0049-8637/a000011 ◽

2010 ◽

Vol 42 (2) ◽

pp. 111-122 ◽

Cited By ~ 4

Author(s):

Alfons M. Strathmann ◽

Karl Josef Klauer

Keyword(s):

Curriculum Based Measurement ◽

Wird Eine

Zusammenfassung. Am Beispiel des Rechnens in der Grundschule wird eine Weiterentwicklung des amerikanischen „Curriculum – based measurement” demonstriert. Ein ganzes Jahr lang erhalten 190 Kinder aus sieben Grundschulklassen und drei Sonderschulklassen alle zwei Wochen einen Rechentest. Bei den Tests handelt es sich um Zufallsstichproben aus Grundgesamtheiten von Aufgaben, die dem Lehrziel für jedes der Schuljahre entsprechend definiert sind. Für jedes Kind und jeden Termin wird eine eigene neue Zufallsstichprobe generiert, so dass kein Test zweimal gegeben wird, ein jeder aber die geforderte Fertigkeit kontentvalide erfasst. Solche Tests lassen sich als kriteriumsorientierte Binomialtests darstellen. Im vorliegenden Beitrag wird (1) das ursprüngliche Konzept und seine Weiterentwicklung kurz vorgestellt, (2) empirisch getestet, ob das neue Verfahren geeignet ist, von Klassenlehrern vertretbar eingesetzt zu werden, und (3) werden Ausblicke auf dringend erwünschte weiterführende Forschungen geboten. Die vorgelegten Daten erlauben, das Spektrum von Verläufen auf Klassen- wie Individualebene zu dokumentieren, aber auch, die Probleme und vielversprechenden Möglichkeiten des Ansatzes kritisch offen zu legen.

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