ethanporcaro/eric-fulltext-meta huggingface dataset:
Phoneme Segmenting Alignment with the Common Core Foundational Skills Standard Two: Grades K-1. Technical Report #1227
Author: Sáez, Leilani
Date: 2012-00-00
Type: Reports - Research
Subjects: Phonemes,Alignment (Education),Academic Standards,State Standards,Curriculum Based Assessment,Reading Tests,Kindergarten,Grade 1,Basic Skills

In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a framework for outlining grade-level achievement expectations, to guide reading instruction and assessment across the United States. The purpose of this study was to examine the extent to which the easyCBM Phoneme Segmenting assessment contains items aligned with the Common Core Standards. Alignment analyses focused on expectations stated in Standard Two, Foundational Skills, for kindergarten and first grade. One hundred and sixty-nine words from the Phoneme Segmenting assessment were reviewed, comprising 98.2% of the unique words on the kindergarten assessment, and 100% of the unique words on the first grade assessment. Study results indicated that kindergarten Phoneme Segmenting items were weakly or not aligned with any of the Standard Two expectations. First grade Phoneme Segmenting items were strongly aligned with one Standard Two expectation (i.e., segmenting single-syllable words), but weakly or not aligned with the others. Reviewer errors and specific test item issues found were also discussed.
Examining the Internal Structure of the easyCBM Reading Measures, Grades K-5. Technical Report #1302
Author: Alonzo, Julie
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Phonemes,Naming,Reading Fluency,Reading Comprehension,Factor Analysis,Factor Structure,Elementary School Students,Maximum Likelihood Statistics

In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. Data were gathered from a convenience sample of 114 Kindergarten students, 43 first graders, 82 second graders, 100 third graders, 109 fourth graders, and 71 fifth graders attending schools in Oregon, Georgia, South Carolina, Idaho, Florida, California, Pennsylvania, and Kentucky. Students were administered a variety of easyCBM reading measures (Phonemic Segmentation, Letter Names, Letter Sounds, Word Reading Fluency, Passage Reading Fluency, and Comprehension in Grades K-2; Word Reading Fluency, Passage Reading Fluency, and Comprehension in Grades 3-5) in a three-week period in November of 2011. Confirmatory factor analysis was used to test the factor structure at different grade bands. For students in the Grade K-2 sample, a three-factor model of reading (where Phoneme Segmentation, Letter Names, and Letter Sounds loaded on &quot;early literacy,&quot; Word and Passage Reading Fluency loaded on &quot;Fluency,&quot; and both types of comprehension measures loaded on &quot;Comprehension&quot;) produced the best fit. For students in the Grade 3-5 sample, a two-factor model (where Word and Passage Reading Fluency loaded on &quot;Fluency&quot; and the different kinds of comprehension measures loaded on &quot;Comprehension&quot;), with testlet effect produced the best fit. Appendices are as follows: (1) One-Page Recruitment Flier; (2) Teacher Instructions: Grade K-2 Sample; (3) Teacher Instructions: Grade 3-5 Sample; (4) Individually-Administered Measures, K-2 Sample, Assessor Copies; (5) Individually-Administered Measures, K-2 Sample, Student Copies; (6) Group-Administered Measures, K-2 Sample; (7) Individually-Administered Measures, Grade 3 Sample, Assessor Copies; (8) Individually-Administered Measures, Grade 3 Sample, Student Copies; (9) Group-Administered Measures, Grade 3 Sample; (10) Individually-Administered Measures, Grade 4 Sample, Assessor Copies; (11) Individually-Administered Measures, Grade 4 Sample, Student Copies; (12) Group-Administered Measures, Grade 4 Sample; (13) Individually-Administered Measures, Grade 5 Sample, Assessor Copies; (14) Individually-Administered Measures, Grade 5 Sample, Student Copies; and (15) Group-Administered Measures, Grade 5 Sample.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 5. Technical Report #1319
Author: Saven, Jessica L.
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Grade 5

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Alignment of the easyCBM Grades 6-8 Math Measures to the Common Core Standards. Technical Report #1230
Author: Irvin, P. Shawn
Date: 2012-00-00
Type: Reports - Research
Subjects: Alignment (Education),Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Formative Evaluation,Benchmarking,Test Items,Grade 6,Grade 7,Grade 8,Mathematics Curriculum

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 6-8 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level domains and standards. These results serve as the basis for assessment development plan in school year 2012-2013 to address gaps in alignment between easyCBM® and the CCSS. The following are appended: (1) Participants; (2) Alignment by Item; and (3) Alignment by Standard.
The Alignment of the easyCBM Grades 3-5 Math Measures to the Common Core Standards. Technical Report #1229
Author: Park, Bitnara Jasmine
Date: 2012-00-00
Type: Reports - Research
Subjects: Alignment (Education),Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Formative Evaluation,Benchmarking,Test Items,Elementary School Mathematics,Grade 3,Grade 4,Grade 5

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 3-5 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level domains and standards. These results serve as the basis for assessment development in school year 2012-2013 to address gaps in alignment between easyCBM® and the CCSS. The following are appended: (1) Participants; (2) Alignment by Item; and (3) Alignment by Standard.
Analysis of Growth on State Tests for Students with Significant Cognitive Disabilities. Technical Report #1311
Author: Farley, Dan
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Alternative Assessment,Academic Achievement,Achievement Gains,Models,Disabilities,Academic Standards,Educational Indicators,Federal Programs,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Measurement

Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. Probably the most significant issue is the inherent need for individualization in item presentation and response while maintaining rigorous levels of standardization. Additional measurement challenges are presented as states move toward implementation of growth models for accountability. In this report, we discuss four approaches to modeling the growth of students with significant cognitive disabilities. We apply several variations of transition matrix growth modeling for one state's alternate assessments and discuss the measurement challenges and policy considerations related to our findings.
easyCBM® Reading Criterion Related Validity Evidence: Grades 2-5. Technical Report #1310
Author: Lai, Cheng-Fei
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Validity,Correlation,Grade 2,Grade 3,Grade 4,Grade 5,Vocabulary,Reading Comprehension,Reading Fluency,Progress Monitoring

In this technical report, we present the results of a study to gather criterion-related evidence for Grade 2-5 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Gates-MacGinitie Reading Tests and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Across grades, the correlation between easyCBM® vocabulary and comprehension-based measures and comparator measures ranged from low to moderate (rs = 0.39-0.76), and the correlation between the easyCBM® fluency-based measures and DIBELS ORF was consistently strong (r &gt; 0.80).
The Development of easyCBM Spanish Literacy Assessments for Use in Grades K-2. Technical Report #1301
Author: Alonzo, Julie
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Spanish,Phonemic Awareness,Alphabets,Kindergarten,Grade 1,Grade 2,Regression (Statistics),Correlation,Phonological Awareness,Reading Tests,Native Speakers,Second Language Learning,Immersion Programs,Suburban Schools,Urban Schools,Syllables,Reading Fluency,Predictor Variables,Test Reliability,Test Items,Test Construction,Emergent Literacy

In this study, we describe two studies used to select appropriate assessments to measure phonemic awareness, alphabetic principle, and fluency in the Spanish language for students receiving literacy instruction in Spanish. We first describe two studies in which we use linear regression and correlations to examine the appropriateness of different types of phonological awareness and early reading measures for first- and second-grade students receiving literacy instruction in Spanish. We report our findings from two studies carried out with two distinct populations: native English speakers enrolled in a Spanish language immersion program at a small suburban school and native Spanish speakers enrolled in a dual language immersion program at a large urban school (reported in the section identified as Initial Item Development Study). In both studies, performance on a measure of Syllable Sounds reading was the most significant predictor of oral reading fluency. We then provide alternate form reliability information for each of the easyCBM Spanish literacy measures (reported in the section identified as Reliability Study).
Study of the Reliability of CCSS-Aligned Math Measures (2012 Research Version): Grades 6-8. Technical Report #1312
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Alignment (Education),Grade 6,Grade 7,Grade 8,Test Items,Item Response Theory,Difficulty Level,Test Reliability,Generalizability Theory,Test Theory,Middle Schools

In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. The purpose of the experimental measure was to evaluate how previously existing math items functioned empirically relative to the CCSS items. All included NCTM items were previously rated as linked with the CCSS. Analyses included Rasch modeling to explore the difficulty and functioning of both sets of items, classical reliability statistics (Cronbach's alpha, testretest, and alternate form reliability) and two sets of Generalizability Theory analyses. Overall, results suggest the CCSS items are more difficult than the NCTM items, and test forms made up exclusively of CCSS items operate at less than ideal reliability levels. The ways in which the results of this study have informed revisions to the easyCBM CCSS Math test forms to enhance the reliability while increasing accessibility are discussed. The following are appended: (1) Teacher Instructions; and (2) Complete Generalizability and Decision Study Results.
The Alignment of the easyCBM Grades K-2 Math Measures to the Common Core Standards. Technical Report #1228
Author: Irvin, P. Shawn
Date: 2012-00-00
Type: Reports - Research
Subjects: Alignment (Education),Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Formative Evaluation,Benchmarking,Test Items,Elementary School Mathematics,Kindergarten,Grade 1,Grade 2

Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades K-2 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level domains and standards. These results serve as the basis for assessment development in school year 2012-2013 to address gaps in alignment between easyCBM® and the CCSS. The following are appended: (1) Participants; (2) Alignment by Item; and (3) Alignment by Standard.
easyCBM® Reading Criterion Related Validity Evidence: Grades K-1. Technical Report #1309
Author: Lai, Cheng-Fei
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Validity,Correlation,Phonemes,Naming,Reading Fluency,Kindergarten,Grade 1,Progress Monitoring

In this technical report, we present the results of a study to gather criterion-related evidence for Grade K-1 easyCBM® reading measures. We used correlations to examine the relation between the easyCBM® measures and other published measures with known reliability and validity evidence, including the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Test of Word Reading Efficiency (TOWRE), and the Comprehensive Test of Phonological Processing (CTOPP). The correlation between easyCBM® and comparator measures ranged from a low of rs = 0.39 to a high of rs = 0.86 for Grade K and a low of rs = 0.04 to a high of rs = 0.95 for Grade 1 The easyCBM® fluencybased measures had high correlations with comparator measures (r =0.79-0.95).
Learning Progressions: Tools for Assessment and Instruction for All Learners. Technical Report #1307
Author: Sáez, Leilani
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Assessment,Language Arts,English,Mathematics,Student Development,Learning,Maps,Disabilities,Gifted

Conceptually, learning progressions hold promise for improving assessment and instruction by precisely outlining what students know and don't know at particular stages of knowledge and skill development. Based upon a synthesis of the literature, a rationale for the use of learning progressions maps to clarify how learning progresses in English language arts and mathematics is provided. How these maps can characterize learning for students, including those with significant disabilities and intellectual gifts, is discussed. In addition, large-scale learning progressions projects undertaken in Australia, New Zealand, and the United States are described. We conclude the paper with a discussion about specific ways in which the application of learning progression maps can enhance current assessment and instruction practices for supporting the learning of &quot;all&quot; students.
Alignment with the Common Core State Standards: easyCBM K-3 Word Reading. Technical Report #1303
Author: Sáez, Leilani
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Alignment (Education),Academic Standards,State Standards,Kindergarten,Grade 1,Grade 2,Grade 3,Phonics,Word Recognition,Test Items,Vowels,Syllables

Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular, the degree of correspondence between Standard 3 (&quot;Phonics and Word Recognition&quot;) expectations for word reading skill and test word types was analyzed within each grade level. Both the frequency of items matching word type characteristics outlined in Standard 3 and percent of reviewer correct agreement were examined. In general, test items were best aligned with the types of words students should know how to read in kindergarten. Nearly 60% of kindergarten words were identified as containing a long-­ or short-vowel sound, and approximately 74% were among the 500 most frequent words in print. Results found for the other grades were more mixed. First grade items were most strongly aligned with the expectation that students read regularly spelled one-­ syllable words, comprising 59.8% of the words reviewed. Second grade items were most strongly aligned with the expectation that students read regularly spelled two syllable words containing long vowels, comprising 55.5% of the words reviewed. Third grade items were weakly aligned with Standard 3 expectations. In general, correct agreement among reviewers varied depending upon the word part characteristic reviewed. The findings highlight the need to examine the extent to which items on student assessments reflect expectations for learning, as outlined by the Common Core State Standards.
Hierarchical Linear Modeling (HLM): An Introduction to Key Concepts within Cross-Sectional and Growth Modeling Frameworks. Technical Report #1308
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Hierarchical Linear Modeling,Educational Research,Case Studies,Longitudinal Studies,Regression (Statistics),Predictor Variables,Goodness of Fit,Correlation

This manuscript provides an overview of hierarchical linear modeling (HLM), as part of a series of papers covering topics relevant to consumers of educational research. HLM is tremendously flexible, allowing researchers to specify relations across multiple &quot;levels&quot; of the educational system (e.g., students, classrooms, schools, etc.). The manuscript contains three chapters. In Chapter 1, the concept of HLM is introduced, as well as topics that will be covered in the paper. Chapter 2 provides a basic overview of cross-sectional HLM models, complete with an illustrated example contrasting results of an HLM model with a standard single-level regression model. The bulk of the manuscript is reserved for Chapter 3, which covers the application of HLM to modeling growth. Chapter 3, again, concludes with illustrated examples. The manuscript is concluded with an overall discussion of HLM and what was and was not covered within the manuscript.
Financial Literacy of 15-Year-Olds: Results from PISA 2012. Data Point. NCES 2014-102
Author: Gonzales, Patrick
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Money Management,Foreign Countries,Adolescents,Knowledge Level,Comparative Analysis,Cross Cultural Studies,Scores,Cultural Differences,International Programs,Student Evaluation,Academic Achievement,Consumer Education,Student Surveys,Classification

This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA financial literacy assessment assessed students' knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, as well as their ability to apply what they know to real-life situations involving financial issues and decisions. [For related data tables, go to: http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_12.asp.]