Graney Suzanne B, Missall Kristen N, Martínez Rebecca S, Bergstrom Melissa
Rochester Institute of Technology, USA.
J Sch Psychol. 2009 Apr;47(2):121-42. doi: 10.1016/j.jsp.2008.12.001. Epub 2009 Jan 29.
This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary investigation of growth patterns on M-CBM and CBM-Maze. The sample included 898 cases from 3rd through 5th grade over 2 academic years from one elementary school in the rural Midwest. All students participated in tri-annual benchmark assessments in which they were administered R-CBM, CBM-Maze, and M-CBM. Repeated measures analysis of variance was used to examine patterns of growth for all three measures. Students demonstrated greater R-CBM weekly growth during winter-to-spring than fall-to-winter across grade levels. Patterns for CBM-Maze and M-CBM were somewhat inconsistent across school years and grade levels. Results are discussed in terms of contextual variables that may impact within-year growth patterns and technical characteristics of CBM slopes.
本研究考察了两个学年基于课程的测评（CBM）基准评估中的成长模式，其双重目的是复制早期关于口语阅读流利度CBM（R-CBM）成长模式的研究结果，并对数学CBM（M-CBM）和CBM迷宫任务（CBM-Maze）的成长模式进行初步调查。样本包括来自中西部农村一所小学三至五年级两个学年的898个案例。所有学生都参加了每学年三次的基准评估，在评估中他们接受了R-CBM、CBM迷宫任务和M-CBM测试。重复测量方差分析用于检验所有三项测评的成长模式。在各年级中，学生在冬季到春季期间的R-CBM每周成长幅度大于秋季到冬季。CBM迷宫任务和M-CBM的模式在学年和年级之间存在一定程度的不一致。研究结果从可能影响年内成长模式的背景变量以及CBM斜率的技术特征方面进行了讨论。
