Abstract
The purpose of this preliminary study was to explore the reliability of Curriculum-Based Measurement (CBM) vocabulary-matching forms with students in an introduction to special education course in a college setting. Data from 84 students enrolled in a teacher preparation program across three semesters were examined. Results suggest low to moderate alternate form reliability with adjacent forms (r =.49) compared to the mean of two weekly forms (r =.65). Future directions on form development to strengthen reliability are discussed as well as implications for CBM use in college classrooms as a formative assessment tool.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 311-320 |
| Number of pages | 10 |
| Journal | Assessment for Effective Intervention |
| Volume | 45 |
| Issue number | 4 |
| DOIs | |
| State | Published - Sep 1 2020 |
All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
- General Health Professions
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