Interscorer, Alternate-Form, Internal Consistency, and Test-Retest Reliability of Gickling's Model of Curriculum-Based Assessment for Reading

Authors

Matthew K. Burns, Central Michigan University
James A. Tucker, Andrews UniversityFollow
John Frame, Elkhart Special Education Co-operative
Sarah Foley, Central Michigan University
Andrea Hauser, Central Michigan University

Document Type

Article

Publication Date

1-1-2000

Abstract

The use of Gickling's model of Curriculum-Based Assessment (CBA) has been shown to increase student achievement. However, data are lacking to support the psychometric adequacy of the procedure. This study examined the interscorer, alternate-form, internal consistency, and test-retest reliability of CBA for reading using 93 elementary school aged children. The data were expressed as a percentage of words known and as conversions to the independent, instructional, and frustrational level based on Gickling and Rosenfield (1995). Results suggested reliability coefficients that exceeded recommended levels for screening instruments and were consistent with the fluency model of CBA. Recommendations for practice and further investigation are included.

Journal Title

Journal of Psychoeducational Assessment

Volume

18

Issue

4

First Page

353

Last Page

360

DOI

https://doi.org/10.1177/073428290001800405

First Department

Graduate Psychology and Counseling

Recommended Citation

Burns, Matthew K.; Tucker, James A.; Frame, John; Foley, Sarah; and Hauser, Andrea, "Interscorer, Alternate-Form, Internal Consistency, and Test-Retest Reliability of Gickling's Model of Curriculum-Based Assessment for Reading" (2000). Faculty Publications. 2570.
https://digitalcommons.andrews.edu/pubs/2570