The current procedures used in AIMSweb's Oral Reading Fluency Curriculum-Based Measurement Benchmarking require that students be administered three probes and the student's median score used in further decision making (Howe a Schinn, 2002). While the administration of three probes is the current procedures, there is no research available that indicates that this needs to be done to obtain a valid score. The data used in this study were historical data from the Fall and Winter 2011-2012 benchmarking taken by approximately 400 students from an elementary school in the upper Midwest in grades two through five. The data were analyzed to determine whether the same students who were flagged due to being at or below the designated cutoff points using the median score were also flagged by being at or below the cutoff points using the score on the first probe. While there were differences in the scores and some students did switch the level at which they were flagged, almost all of the students in the study that were flagged using the median score were also flagged using only the first probe administered. This indicates that there is a need for further research in this area.The current procedures used in AIMSweba#39;s Oral Reading Fluency Curriculum-Based Measurement Benchmarking require that students be administered three probes and the studenta#39;s median score used in further decision making (Howe aamp; Schinn, 2002).
|Title||:||Use of Three Probes Versus One Probe in Curriculum-based Measurement Benchmarking Procedures for Reading Fluency|
|Author||:||Michael Robert Porter|