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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
Language: English
Authors: Rebecca F. Berenbon (ORCID 0000-0002-8744-3132), Jerome V. D'Agostino (ORCID 0000-0003-2608-7354), Emily M. Rodgers
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
FullText Text:
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  Data: The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Rebecca+F%2E+Berenbon%22">Rebecca F. Berenbon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8744-3132">0000-0002-8744-3132</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jerome+V%2E+D'Agostino%22">Jerome V. D'Agostino</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2608-7354">0000-0003-2608-7354</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+M%2E+Rodgers%22">Emily M. Rodgers</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Psychoeducational+Assessment%22"><i>Journal of Psychoeducational Assessment</i></searchLink>. 2024 42(7):833-847.
– Name: Avail
  Label: Availability
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  Data: 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
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Response+Style+%28Tests%29%22">Response Style (Tests)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Based+Assessment%22">Curriculum Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Rate%22">Reading Rate</searchLink><br /><searchLink fieldCode="DE" term="%22Criterion+Referenced+Tests%22">Criterion Referenced Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink>
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  Data: 10.1177/07342829241262476
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0734-2829<br />1557-5144
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1440505
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1440505
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      – Type: doi
        Value: 10.1177/07342829241262476
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 833
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Special Education
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      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Response Style (Tests)
        Type: general
      – SubjectFull: Curriculum Based Assessment
        Type: general
      – SubjectFull: Word Recognition
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      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Reading Rate
        Type: general
      – SubjectFull: Criterion Referenced Tests
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      – SubjectFull: Timed Tests
        Type: general
      – SubjectFull: Test Validity
        Type: general
    Titles:
      – TitleFull: The Modifying Effects of Response Style on the Criterion-Related Validity of a Curriculum-Based Measure
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            NameFull: Emily M. Rodgers
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              Value: 42
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