Journal article
Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening
Journal of applied school psychology, Vol.32(4), pp.329-353
10/01/2016
DOI: 10.1080/15377903.2016.1207738
Abstract
Advances in maze selection curriculum-based measurement have led to several published tools with technical information for interpretation (e.g., norms, benchmarks, cut-scores, classification accuracy) that have increased their usefulness for universal screening. A range of scoring practices have emerged for evaluating student performance on maze selection (e.g., correct restoration, incorrect restoration, correct restoration minus incorrect restoration, and correct restoration minus one-half incorrect restoration). However, lack of clear understanding about the intersection between scoring and interpretation has resulted in limited evidence about using maze selection for making universal screening decisions. In this study, 925 students in Grades 3-6 completed two curriculum-based measurements for maze selection. Student performance on the two was compared across different scoring metrics. Limitations and practical implications are discussed.
Details
- Title: Subtitle
- Comparing Two CBM Maze Selection Tools: Considering Scoring and Interpretive Metrics for Universal Screening
- Creators
- Jeremy W. Ford - Boise State UniversityKristen N. Missall - University of WashingtonJohn L. Hosp - University of Massachusetts AmherstJennifer L. Kuhle - Bettendorf Service Center (School Psychology), Mississippi Bend Area Education Agency, Bettendorf, Iowa, USA
- Resource Type
- Journal article
- Publication Details
- Journal of applied school psychology, Vol.32(4), pp.329-353
- Publisher
- Routledge
- DOI
- 10.1080/15377903.2016.1207738
- ISSN
- 1537-7903
- eISSN
- 1537-7911
- Language
- English
- Date published
- 10/01/2016
- Academic Unit
- Psychiatry; Psychological and Quantitative Foundations
- Record Identifier
- 9984293652202771
Metrics
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