Inje University, South Korea.
J Sch Psychol. 2012 Apr;50(2):275-92. doi: 10.1016/j.jsp.2011.09.002. Epub 2011 Oct 13.
The purpose of this study was to demonstrate the use of Latent Growth Modeling (LGM) as a method for estimating reliability of Curriculum-Based Measurement (CBM) progress-monitoring data. The LGM approach permits the error associated with each measure to differ at each time point, thus providing an alternative method for examining of the reliability of CBM reading aloud data over repeated measurements. The analysis revealed that the reliability of CBM data was not a fixed property of the measure, but it changed with time. The study demonstrates the need to consider reliability in new ways with respect to the use of CBM data as repeated measures.
本研究旨在展示潜在增长模型（LGM）作为一种估计课程本位测量（CBM）进展监测数据可靠性的方法。LGM 方法允许每个时间点上每个测量的误差不同，从而提供了一种替代方法来检查 CBM 朗读数据在重复测量中的可靠性。分析表明，CBM 数据的可靠性不是衡量的固定属性，而是随时间变化的。该研究表明，在使用 CBM 数据作为重复测量时，需要以新的方式考虑可靠性。
