Using Curriculum-Based Measurement to Predict Student Performance on an Eighth-Grade State Reading Assessment

2018 ◽  
Vol 45 (4) ◽  
pp. 277-287
Author(s):  
Mindy LeRoux ◽  
Keith Zvoch ◽  
Gina Biancarosa
Keyword(s):  
Student Performance ◽  
Reading Fluency ◽  
Oral Reading ◽  
Student Characteristics ◽  
Eighth Grade ◽  
High Stakes ◽  
Statewide Assessment ◽  
Eighth Grade Students ◽  
And Performance ◽  
The Relationship

The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

Relationships between Turkish Eighth-Grade Students’ Oral Reading Efficacy, Reading Comprehension and Achievement Scores on a High-Stakes Achievement Test

2019 ◽  
Vol 40 (4) ◽  
pp. 329-349
Author(s):  
Mustafa Yildiz ◽  
Pinar Kanik Uysal ◽  
Huzeyfe Bilge ◽  
Alissa Patricia Wolters ◽  
Yavuz Saka ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Achievement Test ◽  
Eighth Grade ◽  
Achievement Scores ◽  
High Stakes ◽  
Eighth Grade Students

scholarly journals Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension

2009 ◽  
Vol 35 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sylvia Linan-Thompson ◽  
Sharon Vaughn ◽  
Althea L. Woodruff ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
High Stakes ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Relationship between Teacher Autonomy Support and the Attitude and Anxiety toward Mathematics Course

2018 ◽  
Vol 11 (6) ◽  
pp. 109
Author(s):  
Cengiz Erdik
Keyword(s):  
Mathematics Teachers ◽  
Autonomy Support ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Eighth Grade ◽  
Significant Difference ◽  
Eighth Grade Students ◽  
And Mathematics ◽  
The Relationship ◽  
Mathematics Course

The purpose of the present research is to determine the correlation between attitude and anxiety of seventh and eighth grade students toward mathematics course and behaviors of mathematics teachers to support and exhibit learner autonomy toward mathematics course. The population of the research was consisted of 1.563 students and 35 mathematics teachers from 22 schools. Research data was collected by means of Learner Autonomy Support Scale and Mathematics Course Attitude and Anxiety Scale. Conclusively, it was revealed that eighth grade students were more anxious, their anxiety levels and attitudes differed according to their success levels, and that they did not exhibit statistically significant difference according to their genders and teachers’ genders. It was determined that there is no statistically significant correlation between level of teachers’ support for learner autonomy and students’ anxiety and attitude levels toward mathematics course.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments

2018 ◽  
Vol 45 (4) ◽  
pp. 255-265
Author(s):  
Kalie VanMeveren ◽  
David Hulac ◽  
Sarah Wollersheim-Shervey
Keyword(s):  
Student Performance ◽  
Upper Elementary ◽  
Fifth Grade ◽  
Screening Methods ◽  
Elementary Grades ◽  
High Stakes ◽  
Additional Information ◽  
Fifth Grade Students ◽  
Statewide Assessment ◽  
Student Risk

Reading screening assessments help educators identify students who are at risk of reading and determine the need for intervention and supports. However, some schools screen and assess students more often than needed, and the additional information does not improve the accuracy of decisions. This may be especially true for students at the upper elementary grades who have already taken high-stakes tests. This exploratory study evaluated how accurately a variety of screening measures predicted performance on a high-stakes end of year test for fourth- and fifth-grade students. Results of this study indicated that previous scores on the statewide assessment and computer-adaptive assessment best predicted student performance on a high-stakes reading test (Minnesota Comprehensive Assessment—Third Edition). When comparing screening models, a two-gate approach appeared to be the best method for identifying student risk.

scholarly journals The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

2004 ◽  
Vol 12 ◽  
pp. 45 ◽  
Author(s):  
Elizabeth Dutro ◽  
Sheila Valencia
Keyword(s):  
Student Performance ◽  
State Standards ◽  
Content Standards ◽  
Public Attention ◽  
High Stakes ◽  
Local Content ◽  
High Stakes Tests ◽  
Standards Based Reform ◽  
State And Local ◽  
The Relationship

At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to districts, ranging from helpful to benign to nuisance. This wide variability was influenced by the nature of the standards themselves, the state vision of alignment and local control, districts’ own engagement and commitment to professional development, and student performance on high-stakes tests. We explore implications for the future of content standards as the cornerstone of standards-based reform and argue that states must promote district ownership and expand accountability if state content standards are to have any relevance for local efforts to reform teaching and learning.

Sign in / Sign up

Export Citation Format

Share Document