The Alignment of the easyCBM Grades K-2 Math Measures to the Common Core Standards. Technical Report #1228 / P. Shawn Irvin, Bitnara Jasmine Park and Julie Alonzo.
Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructio...
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| Language: | English |
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MARC
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| 100 | 1 | |a Irvin, P. Shawn. | |
| 245 | 1 | 4 | |a The Alignment of the easyCBM Grades K-2 Math Measures to the Common Core Standards. Technical Report #1228 / |c P. Shawn Irvin, Bitnara Jasmine Park and Julie Alonzo. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2012. | |
| 300 | |a 1 online resource (73 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a Availability: Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org. |5 ericd. | ||
| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Contract Number: R324A070188. |5 ericd. | ||
| 500 | |a Contract Number: R324A100026. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Primary Education. | ||
| 500 | |a Educational level discussed: Early Childhood Education. | ||
| 500 | |a Educational level discussed: Kindergarten. | ||
| 500 | |a Educational level discussed: Grade 1. | ||
| 500 | |a Educational level discussed: Grade 2. | ||
| 516 | |a Text (Reports, Research) | ||
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| 520 | |a Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBMʼ grades K-2 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level domains and standards. These results serve as the basis for assessment development in school year 2012-2013 to address gaps in alignment between easyCBMʼ and the CCSS. The following are appended: (1) Participants; (2) Alignment by Item; and (3) Alignment by Standard. | ||
| 524 | |a Behavioral Research and Teaching. |2 ericd. | ||
| 650 | 0 | 7 | |a Alignment (Education) |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Based Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Tests. |2 ericd. |
| 650 | 0 | 7 | |a Academic Standards. |2 ericd. |
| 650 | 0 | 7 | |a State Standards. |2 ericd. |
| 650 | 0 | 7 | |a Formative Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Benchmarking. |2 ericd. |
| 650 | 0 | 7 | |a Test Items. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Kindergarten. |2 ericd. |
| 650 | 0 | 7 | |a Grade 1. |2 ericd. |
| 650 | 0 | 7 | |a Grade 2. |2 ericd. |
| 700 | 1 | |a Park, Bitnara Jasmine, |e author. | |
| 700 | 1 | |a Alonzo, Julie, |e author. | |
| 700 | 1 | |a Tindal, Gerald, |e author. | |
| 710 | 2 | |a University of Oregon, Behavioral Research and Teaching (BRT) | |
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