The purpose of this study was to investigate the relationship between scores on two common curriculum-based measures (CBMs), oral reading fluency (ORF) and maze, and scores on the previous statewide assessment of reading in Oregon (Oregon Assessment of Knowledge and Skills-Reading/Literature [OAKS-R]). Data obtained from three cohorts of eighth-grade students were used to examine CBM validity, and the relationship between student characteristics and OAKS-R performance. Positive relationships between ORF and maze scores and performance on the OAKS-R were obtained. In addition, the strength of the predictive relationships varied across cohorts, but not as a function of student characteristics. These results suggest that eighth-grade CBM data can be used as an efficient means to identify and intervene with those at risk of performing poorly on the end-of-year, high stakes accountability assessment. Consideration of the tradeoffs associated with using one or more CBMs in middle school is provided.

中文翻译：

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使用基于课程的测量来预测学生在八年级状态阅读评估中的表现

本研究的目的是调查两种常见的基于课程的测量 (CBM)、口语阅读流畅度 (ORF) 和迷宫的分数之间的关系，以及俄勒冈州以前全州阅读评估（俄勒冈知识和技能评估）的分数之间的关系。 - 阅读/文学 [OAKS-R]）。从八年级学生的三个队列中获得的数据用于检查 CBM 有效性，以及学生特征与 OAKS-R 表现之间的关系。获得了 ORF 和迷宫分数与 OAKS-R 性能之间的正相关关系。此外，预测关系的强度因队列而异，但不是作为学生特征的函数。这些结果表明，八年级 CBM 数据可用作识别和干预那些在年终高风险问责制评估中表现不佳的风险的有效手段。提供了与在中学使用一个或多个 CBM 相关的权衡考虑。