Within a response to intervention (RTI) framework, students are typically identified as "academically at-risk" if they score below a specified cut-point on a benchmark screener. Students identified as at-risk are provided with an intervention intended to increase achievement. In the following technical report, we describe a process for choosing appropriate cut-points on the benchmark screener and then apply this process to the easyCBM[R] reading benchmark tests using a sample from two districts in Washington state. The most appropriate cut-point may vary dramatically by the population assessed and the criterion used to establish "true" risk. The diagnostic efficiency of easyCBM[R] is evaluated with respect to the cut-points and the overall effectiveness of the measure to correctly predict student classification (meeting/not meeting standards) on the Washington state test. Results are presented for both the full sample and for each of seven different subgroups, when n [greater than or equal] 50. (Contains 31 tables and 1 figure.)
Authors
Anderson, Daniel, Park, Bitnara Jasmine, Irvin, P. Shawn, Alonzo, Julie, Tindal, Gerald
- Authorizing Institution
- University of Oregon, Behavioral Research and Teaching (BRT)
- Location
- Washington
- Peer Reviewed
- F
- Publication Type
- Reports - Descriptive
- Published in
- United States of America
- Sponsor
- Institute of Education Sciences (ED)
Table of Contents
- Daniel Anderson 1
- Bitnara Jasmine Park 1
- P. Shawn Irvin 1
- Julie Alonzo 1
- Gerald Tindal 1
- University of Oregon 1
- Published by Behavioral Research and Teaching University of Oregon 175 Education 5262 University of Oregon Eugene OR 97403-5262 Phone 541-346-3535 Fax 541-346-5689 httpbrt.uoregon.edu 2
- Diagnostic Efficiency of easyCBM Reading Washington State 4
- Setting Cut-Scores 4
- Evaluating cut-points. 6
- Sample Data matrix 7
- Observed Classifications 7
- Test Predicted Classifications 7
- Sensitivity 7
- Sensitivity a a b 7
- Positive predictive power 7
- Positive predictive power a a c 7
- Specificity 7
- Specificity d c d 7
- Negative predictive power 7
- Negative predictive power d b d 7
- Cut-points in different settings. 8
- Methods 10
- Setting and Subjects 10
- Measures 11
- Fluency. 11
- Comprehension. 12
- Vocabulary. 13
- Measurements of Student Progress MSP 13
- Data Analysis 13
- Results 16
- Discussion 17
- The development of middle school passage Reading 20
- District reading assessments Spring 2004 administration 20
- The development of word and passage reading fluency 20
- The development of fifth-grade passage reading fluency 20
- Educational Accountability An Examination of Policy and Measurement 20
- Practices. 20
- Exceptional Children 77 20
- Journal of Psychoeducational Assessment 23 20
