The Rising Above the Gathering Storm report (National Academy of Sciences, 2007) emphasizes a need for improved science education in United States schools. Instruction, informed by assessment, has been repeatedly demonstrated to be effective for increasing students' performance. In particular, the use of curriculum-based measurement (CBM) to assist with making screening decisions has been shown to increase the likeliness of students meeting meaningful outcomes. While CBM tools for assisting with making screening decisions in reading, mathematics, and written language have been well examined, tools for use in content areas (e.g., science and social studies) remain in the beginning stages of research. In this study, two alternate forms of a new CBM tool, Statement Verification for Science (SV-S), for assisting with making screening decisions regarding students' science content knowledge is examined for technical adequacy.
A total of 1,545 students across Grades 7 (N = 799) and 8 (N = 746) completed Forms A and B of SV-S the week prior to, and within two weeks after, a statewide high-stakes test of accountability including Science, Reading, and Mathematics. Obtained data were used in order to examine internal consistency, test-retest with alternate forms reliability, and evidence of criterion- and construct-related validity. Promising results were found for reliability, in particular internal consistency, while results related to evidence of criterion- and construct-related validity were less than desired. Such results, along with additional exploratory analyses, provide support for future research of SV-S as a CBM tool to assist teachers and other educators with making screening decisions.
| Identifer | oai:union.ndltd.org:uiowa.edu/oai:ir.uiowa.edu:etd-5650 |
| Date | 01 May 2015 |
| Creators | Ford, Jeremy W. |
| Contributors | Hosp, John L. |
| Publisher | University of Iowa |
| Source Sets | University of Iowa |
| Language | English |
| Detected Language | English |
| Type | dissertation |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | Copyright 2015 Jeremy W. Ford |
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