Technical Adequacy of General Outcome Measures for Middle School Mathematics

Assessment for Effective Intervention

Volumn 25, Issue 3, 2000, Pages 175-203

  Foegen, Anne ^a  

^a IOWA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84992904524     PISSN: 15345084     EISSN: None     Source Type: Journal    
DOI: 10.1177/073724770002500301     Document Type: Article

References (41)

1. Baker, D.P. (1997). Surviving TIMSS: Or, everything you blissfully forgot about international comparisons. Phi Delta Kappan, 79, 295–300.
2. Ben-Shakhar, G., & Sinai, Y. (1991). Gender differences in multiple-choice tests: The role of differential guessing tendencies. Journal of Educational Measurement, 28, 23–35.
3. Budescu, D., & Bar-Hillel, M. (1993). To guess or not to guess: A decision-theoretic view of formula scoring. Journal of Educational Measurement, 30, 277–291.
4. Deno, S.L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219–232.
5. Deno, S.L., & Fuchs, L.S. (1987). Developing curriculum-based measurement systems for data-based special education problem solving. Focus on Exceptional Children, 19(8), 1–16.
6. Epstein, S. (1979). The stability of behavior: I. On predicting most of the people much of the time. Journal of Personality and Social Psychology, 37, 1097–1126.
7. Epstein, S. (1980). The stability of behavior. II. Implications for psychological research. American Psychologist, 35, 790–806.
8. Espin, C.A. (1998, February). Use of general outcome measures in reading and written expression for decision making. Paper presented at the 6th Annual Pacific Coast Research Conference, LaJolla, CA.
9. Espin, C.A., & Foegen, A. (1996). Validity of GOMs for predicting secondary students' performance on content-area tasks. Exceptional Children, 62, 497–514.
10. Espin, C.A., & Tindal, G. (1998). Curriculum-based measurement for secondary students. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 214–253). New York: Guilford.
11. Foegen, A., & Deno. S.L. (in press). Identifying growth indicators for low-achieving students in middle school mathematics. The Journal of Special Education.
12. Frary, R.B. (1982). A simulation study of reliability and validity of multiple-choice test scores under six response-scoring modes. Journal of Educational Statistics, 7, 333–351.
13. Frary, R.B., Cross, L.H., & Sewell, E.H. (1985). Partial information and the “correction” for guessing. Paper presented at the annual meeting of the National Council on Measurement in Education, Chicago. (ERIC Document Reproduction Service No. ED 255 575)
14. Fuchs, L.S., & Deno, S.L. (1991). Paradigmatic distinctions between instructionally relevant measurement models. Exceptional Children, 57, 488–500.
15. Fuchs, L.S., Deno, S.L., & Marston, D. (1983). Improving the reliability of curriculum-based measures of academic skills for psychoeducational decision making. Diagnostique, 8, 135–149.
16. Fuchs, L.S., & Fuchs, D. (1992). Identifying a measure for monitoring student reading progress. School Psychology Review, 21, 45–58.
17. Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (1994). Strengthening the connection between assessment and instructional planning with expert systems. Exceptional Children, 61, 138–146.
18. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Allinder, R.M. (1991). The contributions of skills analysis to curriculum-based measurement in spelling. Exceptional Children, 57, 443–452.
19. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Ferguson, C. (1992). Effects of expert system consultation within curriculum-based measurement using a reading maze task. Exceptional Children, 58, 436–450.
20. Fuchs, L.S., Fuchs, D., Hamlett, C.L., & Stecker, P.M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28, 617–641.
21. Fuchs, L.S., Fuchs, D., Hamlett, C.L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27–48.
22. Hoover, H.D., Hieronymus, A.N., Frisbie, D.A., & Dunbar, S.B. (1993). Iowa Tests of Basic Skills. Chicago: Riverside.
23. Kazdin, A.E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
24. Kurz, T.B. (1999). A review of scoring algorithms for multiple-choice tests. Paper presented at the annual meeting of the Southwest Education Research Association, San Antonio, TX. (ERIC Document Reproduction No. ED 428 076)
25. Lloyd, J.W., Fomess, S.R., & Kavale, K.A. (1998). Some methods are more effective than others. Intervention in School and Clinic, 33, 195–200.
26. Lord, F.M. (1963). Formula scoring and validity. Educational and Psychological Measurement, 23, 663–672.
27. Lord, F.M. (1975). Formula scoring and number-right scoring. Journal of Educational Measurement, 12, 7–11.
28. iMarston, D.B. (1989). A curriculum-based measurement approach to assessing academic performance: What it is and why do it. In M. R. Shinn (Ed.), Curriculum-based measurement: Assessing special children (pp. 18–78). New York: Guilford.
29. Marston, D., Fuchs, L.S., & Deno, S.L. (1986). Measuring pupil progress: A comparison of standardized achievement tests and curriculum-related measures. Diagnostique, 11, 77–90.
30. Mehrens, W.A., & Lehmann, I.J. (1991). Measurement and evaluation in education and psychology. Fort Worth, TX: Holt, Rinehart and Winston.
31. Mostert, M.P. (1996). Reporting meta-analyses in learning disabilities. Learning Disabilities Research & Practice, 11, 2–14.
32. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
33. Reys, R.E. (1986). Evaluating computational estimation. Estimation and mental computation, 1986 yearbook of the National Council of Teachers of Mathematics (pp. 225–238). Reston, VA: NCTM.
34. Schoen, H.L., Blume, G., & Hoover, H.D. (1990). Outcomes and processes on estimation test items in different formats. Journal for Research in Mathematics Education, 21, 61–73.
35. Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford.
36. Sowder, J. (1992). Estimation and number sense. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 371–389). New York: Macmillan.
37. SPSS [Computer software]. (1995). Chicago: SPSS.
38. Taylor, R.L. (2000). Assessment of exceptional students: Educational and psychological procedures (5th ed.). Boston: Allyn and Bacon.
39. Tindal, G., & Parker, R. (1989). Development of written retell as a curriculum-based measure in secondary programs. School Psychology Review, 18, 328–343.
40. Wiseman, D.C. (1999). Research strategies for education. Belmont, CA: Wadsworth.
41. Yell, M.L., & Shriner, J.G. (1997). The IDEA amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Focus on Exceptional Children, 30 (1), 1–19.