A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing

By John M. Hintze, B. Silberglitt. 2005

211 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/156a92273fdd5566c245eff29d27db772f9370fc

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Citations in the corpus

Estimates of the Standard Error of Measurement for Curriculum-Based Measures of Oral Reading Fluency (2007, background): “…to the research literature provide criterion standards of expected performance across the primary grades (e.g., Good, Simmons, & Kame’enui, 2001; Hintze & Silberglitt, 2005; McGlinchey & Hixson, 2004; Silberglitt & Hintze, 2005; Stage & Jacobsen, 2001), which can be used to supplement local…”
Long-Term Diagnostic Accuracy of Curriculum-Based Measures in Reading and Mathematics (2008, methodology): “This procedure was selected because of the success of its use in the past in identifying cut scores resulting in higher levels of sensitivity, specificity, positive and negative predictive power (Hintze & Silberglitt, 2005; Silberglitt, Burns, Madyun, & Lail, 2006).”
Literature Synthesis on Curriculum-Based Measurement in Reading (2007, methodology): “Hintze and Silberglitt (2005) and Silberglitt and Hintze (2005) examined various methods for determining cut scores using the CBM measures.”
Creating a Progress–Monitoring System in Reading for Middle–School Students: Tracking Progress toward Meeting High–Stakes Standards (2010, result): “Speciﬁc to the present study, both reading-aloud (Crawford, Tindal, & Stieber, 2001; Hintze & Silberglitt, 2005; McGlinchey & Hixson, 2004; Silberglitt & Hintze, 2005; Stage & Jacobsen, 2001) and maze-selection measures (Wiley & Deno, 2005) have been shown to predict performance on state standards…”
Examination of the Predictive Validity of Preschool Early Literacy Skills (2007, background): “The years of research have culminated in substantial evidence for the reliability and validity of this approach, mostly within the area of reading (R-CBM; Ardoin et al., 2004; Baker & Good, 1995; Espin & Deno, 1995; Fuchs, Fuchs, & Maxwell, 1988; Hintze & Silberglitt, 2005; Hintze, Shapiro, Conte,”
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development (2009, methodology): “Curriculum-based measurement passages Passages were selected from nine third grade reading textbooks using methods described by Shinn (1989) and Hintze et al. (1998) (Appendix A).”
Curriculum-Based Measures and Performance on State Assessment and Standardized Tests (2006, background): “ies that examined the relationships between CBM measures of reading (oral reading fluency) and outcomes on statewide assessments in Colorado (Shaw & Shaw, 2002), Florida (Buck & Torgeson, 2003; Castillo, Torgeson, Powell-Smith, & Al Otaiba, 2003), Illinois (Sibley, Biwer, & Hesch, 2001), Michigan (M”
Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, background): “…intervention and prevention practices increase the probability that students at risk will meet or exceed academic expectations in the future (Fuchs, Fuchs, & Compton, 2004) and demonstrate proficiency on statewide tests (Good, Simmons, & Kame’enui, 2001; Hintze & Silberglitt, 2005; Stage, 2001).”
Validation and Decision Accuracy of Early Numeracy Skill Indicators (2008, methodology): “Consistent with previous research (Hintze, Ryan, & Stoner, 2003; Hintze & Silberglitt, 2005; Silberglitt & Hintze, 2005), ROC analyses were used in this study to examine (a) the accuracy of screening decisions made on the basis of cutoff scores (Streiner, 2003; Swets, 1992), (b) the efficiency in ”