Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Readiness for school--Testing;
Abstract
The purpose of this study was to help a local school district in rural Iowa determine the reliability and predictive validity of a Curriculum-Based Measurement Academic Readiness Test (CBM-ART). The subjects were 85 kindergarten students and 77 first grade students enrolled in regular education. The total sample of 162 students was approximately 88% Caucasian, 8% Native American, 2% Hispanic, and 2% Asian. Parallel forms of the test were administered at a 14-day interval, with resulting reliability coefficients ranging from .76 to .94 with a median coefficient of .88. Validity coefficients computed between CBM measures administered in kindergarten and Iowa Tests of Basic Skills (ITBS) subtest measures administered in first grade ranged from -.12 to .66 with a median coefficient of .22.
Forty-four percent (44%) of the total variance of the ITBS Iowa Grade Equivalent Reading score was accounted for by scores on the CBM-ART. An attempt was also made to investigate predictive validity of the CBM-ART using first grade student report card scores, which met with negative results. Conclusions include (a) the CBM-ART was reliable and (b) compared to other instruments employed in the measurement of academic readiness, there was a reasonable degree of predictive validity concerning the CBMART and reading achievement as measured by the ITBS.
Year of Submission
1992
Degree Name
Specialist in Education
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Department
Department of Educational Psychology and Foundations
First Advisor
Barry J. Wilson
Date Original
1992
Object Description
1 PDF file (78 pages)
Copyright
©1992 Stanley F. Hanus
Language
en
File Format
application/pdf
Recommended Citation
Hanus, Stanley F., "Parallel Form Test-Retest Reliability and Predictive Validity of a Curriculum-Based Measurement Academic Readiness Test" (1992). Dissertations and Theses @ UNI. 1545.
https://scholarworks.uni.edu/etd/1545
Comments
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