Dissertation/Thesis Abstract

Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses
by Cathers, Abigail E., M.A., Southern Illinois University at Edwardsville, 2019, 45; 10793853
Abstract (Summary)

There is a significant concern about students’ achievement in reading comprehension. The study examined the reliability, validity, and slope of curriculum based measures in a content specific area – science. Participants included students in 6th grade science classes. The curriculum based measures (CBM) being used consisted of vocabulary-matching probes that were administered weekly, each probe having 20 vocabulary words and 22 definitions included. Terms and definitions were based on current material being learned by the students (Science Fusion) and Next Generation Science Standards terms. The criterion measures were the students’ performance such as student grades and standardized test scores on the science portion of the Illinois Science Assessment (ISA), which were taken at the end of the previous school year. It was hypothesized that the CBM measures would demonstrate adequate reliability, validity, and detect student progress and performance. However, little research has been conducted over the development of vocabulary matching measures on science curriculum performance and progress.

Indexing (document details)
Advisor: Conoyer, Sarah J.
Commitee: Everett, Gregory, McKenney, Elizabeth
School: Southern Illinois University at Edwardsville
Department: Psychology
School Location: United States -- Illinois
Source: MAI 58/06M(E), Masters Abstracts International
Subjects: Educational tests & measurements, Educational psychology, Reading instruction, Science education
Keywords: Curriculum based measures, Reading, Reading comprehension, Science, Vocabulary matching
Publication Number: 10793853
ISBN: 978-1-392-25673-2
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