The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure
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| Title: | The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure |
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| Language: | English |
| Authors: | Rebecca F. Berenbon (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2024 42(7):833-847. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Elementary School Students, Elementary School Teachers, Grade 1, Special Education Teachers, Special Education, Students with Disabilities, Response Style (Tests), Curriculum Based Assessment, Word Recognition, Reading Fluency, Teaching Methods, Reading Rate, Criterion Referenced Tests, Timed Tests, Test Validity |
| DOI: | 10.1177/07342829241262476 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree to which it moderated the validity of WIF growth slopes as a predictor of student outcomes. Students who moved quickly through the WIF (speeders) exhibited greater growth compared to non-speeders with similar WIF slopes on a criterion measure, and WIF growth explained the most variance in growth on the criterion measure among speeders. Response style was rather consistent within students and across students within teachers, suggesting that teachers' instructions and testing practices may influence how students approach the tests. Implications of the findings for effective CBM testing are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440505 |
| Database: | ERIC |
| Abstract: | Curriculum-based measures (CBMs) such as Word Identification Fluency promote student achievement, but because they are timed and administered frequently, they are prone to variation in student response styles. To study the impact of WIF response styles, we created and examined the validity of a novel response style measure and examined the degree to which it moderated the validity of WIF growth slopes as a predictor of student outcomes. Students who moved quickly through the WIF (speeders) exhibited greater growth compared to non-speeders with similar WIF slopes on a criterion measure, and WIF growth explained the most variance in growth on the criterion measure among speeders. Response style was rather consistent within students and across students within teachers, suggesting that teachers' instructions and testing practices may influence how students approach the tests. Implications of the findings for effective CBM testing are discussed. |
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| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829241262476 |
