easyCBM in Reading

Reading Comprehension

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

$5.00 per student*

*Districts purchasing easyCBM will also need to provide $400 for 3 required training webinars.

 

Replacement Cost:

$5.00 per student charged on annual basis.

 

Included in Cost:

easyCBM is available through Houghton Mifflin Harcourt (HMH) on an annual subscription license for districts. The price is $5/student/year, which gives teachers access to all measures. The price includes manuals and use of the assessments. In Year 1, there are three training webinars; one is provided at no charge and two cost $200 each.

 

It is also available directly through the University of Oregon for individual classroom teacher use (limited to one teacher per building, maximum of 200 students). This teacher subscription includes the online training that is part of the system.

 

As easyCBM is computer-administered, students should have access to an internet-connected computer (Mac or PC). However, they can also take the tests in paper/pencil versions, with responses being manually added to the online system for scoring. Teachers need internet-connected computers to access materials such as the manual, score reports, and training videos.

Technology Requirements:

  • Computer or tablet
  • Internet connection
  • Other technology*

*Educators can also use printers to print reports and PDF versions of the measures, if desired.

 

Training Requirements:

  • 1-4 hours of training

 

Qualified Administrators:

  • Paraprofessionals
  • Professionals

 

Accommodations:

All measures were developed following Universal Design for Assessment guidelines to reduce the need for accommodations. Districts are directed to follow their standard practices for providing additional accommodations as needed.

 

Where to Obtain:

Contact Information for Districts:

Website: http://www.hmhco.com/hmh-assessments/response-to-intervention/easycbm

Address: HMH, Attention Customer Experience Support-Assessments,

255 38th Avenue, Suite L, St. Charles, IL  60174

Phone number: 800.323.9540

Email: easyCBM@hmhco.com

 

Contact Information for Individual Teachers:

Website: www.easyCBM.com

Address:

BRT, University of Oregon, Eugene, OR 97403

Phone number: 541.346.3535

Email: support@easycbm.com


Access to Technical Support:

Help Desk via email and phone, as well as through the online FAQ/help page.

 

easyCBM® is a web-based district assessment system that includes both benchmarking and progress monitoring assessments combined with a comprehensive array of reports. The assessments in easyCBM are curriculum-based general outcome measures, or CBMs, which are standardized measures that sample from a year’s worth of curriculum to assess the degree to which students have mastered the skills and knowledge deemed critical at each grade level.

 

easyCBM, available for Grades K–8, provides three forms of a screening measure to be used locally for establishing benchmarks and multiple forms (generally 17 in reading) to be used to monitor progress. All measures have been developed with reference to specific content in reading (National Reading Panel) and developed using Item Response Theory (IRT).

Assessment Format:

  • Direct: Computerized*

*Manual administration is also possible.

 

Administration Time:

  • 30 minutes per student
  • 30 minutes per group

 

Scoring Time:

  • Scoring is automatic*

* Unless students complete paper/pencil versions of the tests, in which case responses must be entered in the online system for scoring.

 

Scoring Method:

  • Calculated automatically

 

Scores Generated:

  • Raw score
  • Percentile score

 

Classification Accuracy

Grade2345678
Criterion 1 FallHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbled
Criterion 1 WinterHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbled
Criterion 1 SpringEmpty bubbledEmpty bubbledEmpty bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledEmpty bubbled
Criterion 2 Falldashdashdashdashdashdashdash
Criterion 2 Winterdashdashdashdashdashdashdash
Criterion 2 Springdashdashdashdashdashdashdash

Primary Sample

 

Criterion 1, Fall

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.15

0.12

0.14

0.10

0.12

0.11

0.15

False Positive Rate

0.13

0.11

0.13

0.06

0.09

0.07

0.13

False Negative Rate

0.47

0.42

0.37

0.44

0.40

0.35

0.47

Sensitivity

0.25

0.33

0.42

0.34

0.30

0.33

0.25

Specificity

0.96

0.96

0.94

0.97

0.97

0.98

0.96

Positive Predictive Power

0.87

0.89

0.87

0.94

0.91

0.93

0.87

Negative Predictive Power

0.53

0.58

0.63

0.56

0.60

0.65

0.53

Overall Classification Rate

0.59

0.64

0.69

0.64

0.65

0.70

0.59

Area Under the Curve (AUC)

0.81

0.84

0.83

0.79

0.80

0.80

0.81

AUC 95% Confidence Interval Lower Bound

0.79

0.82

0.81

0.76

0.78

0.78

0.79

AUC 95% Confidence Interval Upper Bound

0.83

0.86

0.85

0.81

0.82

0.82

0.83

 

Criterion 1, Winter

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.19

0.11

0.13

0.10

0.10

0.14

0.19

False Positive Rate

0.09

0.08

0.07

0.09

0.10

0.16

0.09

False Negative Rate

0.45

0.44

0.37

0.48

0.42

0.37

0.45

Sensitivity

0.32

0.27

0.41

0.25

0.25

0.31

0.32

Specificity

0.96

0.98

0.97

0.97

0.97

0.95

0.96

Positive Predictive Power

0.91

0.92

0.93

0.91

0.90

0.84

0.91

Negative Predictive Power

0.55

0.56

0.63

0.52

0.58

0.63

0.55

Overall Classification Rate

0.62

0.61

0.70

0.58

0.63

0.66

0.62

Area Under the Curve (AUC)

0.83

0.82

0.84

0.75

0.78

0.76

0.83

AUC 95% Confidence Interval Lower Bound

0.81

0.79

0.82

0.72

0.75

0.74

0.81

AUC 95% Confidence Interval Upper Bound

0.85

0.84

0.86

0.77

0.80

0.79

0.85

 

Criterion 1, Spring

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.08

0.08

0.09

0.10

0.16

0.15

0.08

False Positive Rate

0.04

0.05

0.03

0.05

0.14

0.15

0.04

False Negative Rate

0.46

0.43

0.34

0.45

0.38

0.34

0.46

Sensitivity

0.26

0.23

0.35

0.22

0.34

0.37

0.26

Specificity

0.99

0.99

0.99

0.99

0.95

0.95

0.99

Positive Predictive Power

0.96

0.95

0.97

0.95

0.86

0.85

0.96

Negative Predictive Power

0.54

0.57

0.66

0.55

0.62

0.66

0.54

Overall Classification Rate

0.60

0.62

0.70

0.60

0.67

0.69

0.60

Area Under the Curve (AUC)

0.85

0.80

0.82

0.80

0.81

0.80

0.85

AUC 95% Confidence Interval Lower Bound

0.83

0.77

0.79

0.78

0.79

0.78

0.83

AUC 95% Confidence Interval Upper Bound

0.87

0.82

0.84

0.82

0.83

0.83

0.87

 

Additional Classification Accuracy

The following are provided for context and did not factor into the Classification Accuracy ratings.

 

Disaggregated Data

 

Fall

Subgroup: ELL

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.33

0.29

0.38

0.31

0.36

0.25

0.33

False Positive Rate

0.13

0.11

0.13

0.06

0.09

0.07

0.13

False Negative Rate

0.47

0.42

0.37

0.44

0.40

0.35

0.47

Sensitivity

0.25

0.33

0.42

0.34

0.30

0.33

0.25

Specificity

0.96

0.96

0.94

0.97

0.97

0.98

0.96

Positive Predictive Power

0.87

0.89

0.87

0.94

0.91

0.93

0.87

Negative Predictive Power

0.53

0.58

0.63

0.56

0.60

0.65

0.53

Overall Classification Rate

0.59

0.64

0.69

0.64

0.65

0.70

0.59

Area Under the Curve (AUC)

0.81

0.84

0.83

0.79

0.8

0.80

0.81

AUC 95% Confidence Interval Lower Bound

0.79

0.82

0.81

0.76

0.78

0.78

0.79

AUC 95% Confidence Interval Upper Bound

0.83

0.86

0.85

0.81

0.82

0.82

0.83

 

Winter

Subgroup: ELL

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.39

0.41

0.30

0.26

0.31

0.36

0.41

False Positive Rate

0.09

0.08

0.07

0.09

0.10

0.16

0.09

False Negative Rate

0.45

0.44

0.37

0.48

0.42

0.37

0.45

Sensitivity

0.32

0.27

0.41

0.25

0.25

0.31

0.32

Specificity

0.96

0.98

0.97

0.97

0.97

0.95

0.96

Positive Predictive Power

0.91

0.92

0.93

0.91

0.90

0.84

0.91

Negative Predictive Power

0.55

0.56

0.63

0.52

0.58

0.63

0.55

Overall Classification Rate

0.62

0.61

0.70

0.58

0.63

0.66

0.62

Area Under the Curve (AUC)

0.83

0.82

0.84

0.75

0.78

0.76

0.83

AUC 95% Confidence Interval Lower Bound

0.81

0.79

0.82

0.72

0.75

0.74

0.81

AUC 95% Confidence Interval Upper Bound

0.85

0.84

0.86

0.77

0.8

0.79

0.85

 

Spring

Subgroup: ELL

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.20

0.20

0.21

0.31

0.23

0.31

0.20

False Positive Rate

0.04

0.05

0.03

0.05

0.14

0.15

0.04

False Negative Rate

0.46

0.43

0.34

0.45

0.38

0.34

0.46

Sensitivity

0.26

0.23

0.35

0.22

0.34

0.37

0.26

Specificity

0.99

0.99

0.99

0.99

0.95

0.95

0.99

Positive Predictive Power

0.96

0.95

0.97

0.95

0.86

0.85

0.96

Negative Predictive Power

0.54

0.57

0.66

0.55

0.62

0.66

0.54

Overall Classification Rate

0.6

0.62

0.70

0.60

0.67

0.69

0.60

Area Under the Curve (AUC)

0.85

0.80

0.82

0.80

0.81

0.80

0.85

AUC 95% Confidence Interval Lower Bound

0.83

0.77

0.79

0.78

0.79

0.78

0.83

AUC 95% Confidence Interval Upper Bound

0.87

0.82

0.84

0.82

0.83

0.83

0.87

 

Fall

Subgroup: Free or Reduced-Price Lunch

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.18

0.13

0.14

0.11

0.15

0.18

0.18

False Positive Rate

0.13

0.11

0.13

0.06

0.09

0.07

0.13

False Negative Rate

0.47

0.42

0.37

0.44

0.40

0.35

0.47

Sensitivity

0.25

0.33

0.42

0.34

0.30

0.33

0.25

Specificity

0.96

0.96

0.94

0.97

0.97

0.98

0.96

Positive Predictive Power

0.87

0.89

0.87

0.94

0.91

0.93

0.87

Negative Predictive Power

0.53

0.58

0.63

0.56

0.60

0.65

0.53

Overall Classification Rate

0.59

0.64

0.69

0.64

0.65

0.70

0.59

Area Under the Curve (AUC)

0.81

0.84

0.83

0.79

0.80

0.8

0.81

AUC 95% Confidence Interval Lower Bound

0.79

0.82

0.81

0.76

0.78

0.78

0.79

AUC 95% Confidence Interval Upper Bound

0.83

0.86

0.85

0.81

0.82

0.82

0.83

 

Winter

Subgroup: Free or Reduced-Price Lunch

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.26

0.13

0.17

0.12

0.13

0.19

0.26

False Positive Rate

0.09

0.08

0.07

0.09

0.10

0.16

0.09

False Negative Rate

0.45

0.44

0.37

0.48

0.42

0.37

0.45

Sensitivity

0.32

0.27

0.41

0.25

0.25

0.31

0.32

Specificity

0.96

0.98

0.97

0.97

0.97

0.95

0.96

Positive Predictive Power

0.91

0.92

0.93

0.91

0.90

0.84

0.91

Negative Predictive Power

0.55

0.56

0.63

0.52

0.58

0.63

0.55

Overall Classification Rate

0.62

0.61

0.70

0.58

0.63

0.66

0.62

Area Under the Curve (AUC)

0.83

0.82

0.84

0.75

0.78

0.76

0.83

AUC 95% Confidence Interval Lower Bound

0.81

0.79

0.82

0.72

0.75

0.74

0.81

AUC 95% Confidence Interval Upper Bound

0.85

0.84

0.86

0.77

0.80

0.79

0.85

 

Spring

Subgroup: Free or Reduced-Price Lunch

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.10

0.11

0.14

0.10

0.20

0.22

0.10

False Positive Rate

0.04

0.05

0.03

0.05

0.14

0.15

0.04

False Negative Rate

0.46

0.43

0.34

0.45

0.38

0.34

0.46

Sensitivity

0.26

0.23

0.35

0.22

0.34

0.37

0.26

Specificity

0.99

0.99

0.99

0.99

0.95

0.95

0.99

Positive Predictive Power

0.96

0.95

0.97

0.95

0.86

0.85

0.96

Negative Predictive Power

0.54

0.57

0.66

0.55

0.62

0.66

0.54

Overall Classification Rate

0.60

0.62

0.70

0.60

0.67

0.69

0.60

Area Under the Curve (AUC)

0.85

0.80

0.82

0.80

0.81

0.80

0.85

AUC 95% Confidence Interval Lower Bound

0.83

0.77

0.79

0.78

0.79

0.78

0.83

AUC 95% Confidence Interval Upper Bound

0.87

0.82

0.84

0.82

0.83

0.83

0.87

 

Fall

Subgroup: Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.21

0.16

0.21

0.13

0.17

0.13

0.21

False Positive Rate

0.13

0.11

0.13

0.06

0.09

0.07

0.13

False Negative Rate

0.47

0.42

0.37

0.44

0.40

0.35

0.47

Sensitivity

0.25

0.33

0.42

0.34

0.30

0.33

0.25

Specificity

0.96

0.96

0.94

0.97

0.97

0.98

0.96

Positive Predictive Power

0.87

0.89

0.87

0.94

0.91

0.93

0.87

Negative Predictive Power

0.53

0.58

0.63

0.56

0.60

0.65

0.53

Overall Classification Rate

0.59

0.64

0.69

0.64

0.65

0.70

0.59

Area Under the Curve (AUC)

0.81

0.84

0.83

0.79

0.80

0.80

0.81

AUC 95% Confidence Interval Lower Bound

0.79

0.82

0.81

0.76

0.78

0.78

0.79

AUC 95% Confidence Interval Upper Bound

0.83

0.86

0.85

0.81

0.82

0.82

0.83

 

Fall

Subgroup: Non-Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.14

0.10

0.09

0.09

0.11

0.10

0.14

False Positive Rate

0.13

0.11

0.13

0.06

0.09

0.07

0.13

False Negative Rate

0.47

0.42

0.37

0.44

0.4

0.35

0.47

Sensitivity

0.25

0.33

0.42

0.34

0.3

0.33

0.25

Specificity

0.96

0.96

0.94

0.97

0.97

0.98

0.96

Positive Predictive Power

0.87

0.89

0.87

0.94

0.91

0.93

0.87

Negative Predictive Power

0.53

0.58

0.63

0.56

0.60

0.65

0.53

Overall Classification Rate

0.59

0.64

0.69

0.64

0.65

0.70

0.59

Area Under the Curve (AUC)

0.81

0.84

0.83

0.79

0.80

0.80

0.81

AUC 95% Confidence Interval Lower Bound

0.79

0.82

0.81

0.76

0.78

0.78

0.79

AUC 95% Confidence Interval Upper Bound

0.83

0.86

0.85

0.81

0.82

0.82

0.83

 

Winter

Subgroup: Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.27

0.18

0.15

0.16

0.16

0.21

0.27

False Positive Rate

0.09

0.08

0.07

0.09

0.10

0.16

0.09

False Negative Rate

0.45

0.44

0.37

0.48

0.42

0.37

0.45

Sensitivity

0.32

0.27

0.41

0.25

0.25

0.31

0.32

Specificity

0.96

0.98

0.97

0.97

0.97

0.95

0.96

Positive Predictive Power

0.91

0.92

0.93

0.91

0.90

0.84

0.91

Negative Predictive Power

0.55

0.56

0.63

0.52

0.58

0.63

0.55

Overall Classification Rate

0.62

0.61

0.70

0.58

0.63

0.66

0.62

Area Under the Curve (AUC)

0.83

0.82

0.84

0.75

0.78

0.76

0.83

AUC 95% Confidence Interval Lower Bound

0.81

0.79

0.82

0.72

0.75

0.74

0.81

AUC 95% Confidence Interval Upper Bound

0.85

0.84

0.86

0.77

0.80

0.79

0.85

 

Winter

Subgroup: Non-Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.16

0.08

0.09

0.10

0.08

0.14

0.16

False Positive Rate

0.09

0.08

0.07

0.09

0.10

0.16

0.09

False Negative Rate

0.45

0.44

0.37

0.48

0.42

0.37

0.45

Sensitivity

0.32

0.27

0.41

0.25

0.25

0.31

0.32

Specificity

0.96

0.98

0.97

0.97

0.97

0.95

0.96

Positive Predictive Power

0.91

0.92

0.93

0.91

0.9

0.84

0.91

Negative Predictive Power

0.55

0.56

0.63

0.52

0.58

0.63

0.55

Overall Classification Rate

0.62

0.61

0.7

0.58

0.63

0.66

0.62

Area Under the Curve (AUC)

0.83

0.82

0.84

0.75

0.78

0.76

0.83

AUC 95% Confidence Interval Lower Bound

0.81

0.79

0.82

0.72

0.75

0.74

0.81

AUC 95% Confidence Interval Upper Bound

0.85

0.84

0.86

0.77

0.80

0.79

0.85

 

Spring

Subgroup: Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.11

0.13

0.12

0.15

0.21

0.17

0.11

False Positive Rate

0.04

0.05

0.03

0.05

0.14

0.15

0.04

False Negative Rate

0.46

0.43

0.34

0.45

0.38

0.34

0.46

Sensitivity

0.26

0.23

0.35

0.22

0.34

0.37

0.26

Specificity

0.99

0.99

0.99

0.99

0.95

0.95

0.99

Positive Predictive Power

0.96

0.95

0.97

0.95

0.86

0.85

0.96

Negative Predictive Power

0.54

0.57

0.66

0.55

0.62

0.66

0.54

Overall Classification Rate

0.60

0.62

0.70

0.60

0.67

0.69

0.60

Area Under the Curve (AUC)

0.85

0.8

0.82

0.80

0.81

0.80

0.85

AUC 95% Confidence Interval Lower Bound

0.83

0.77

0.79

0.78

0.79

0.78

0.83

AUC 95% Confidence Interval Upper Bound

0.87

0.82

0.84

0.82

0.83

0.83

0.87

 

Spring

Subgroup: Non-Hispanic

Grade

2

3

4

5

6

7

8

Criterion

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

SBAS ELA

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.07

0.07

0.08

0.08

0.14

0.14

0.07

False Positive Rate

0.04

0.05

0.03

0.05

0.14

0.15

0.04

False Negative Rate

0.46

0.43

0.34

0.45

0.38

0.34

0.46

Sensitivity

0.26

0.23

0.35

0.22

0.34

0.37

0.26

Specificity

0.99

0.99

0.99

0.99

0.95

0.95

0.99

Positive Predictive Power

0.96

0.95

0.97

0.95

0.86

0.85

0.96

Negative Predictive Power

0.54

0.57

0.66

0.55

0.62

0.66

0.54

Overall Classification Rate

0.60

0.62

0.70

0.60

0.67

0.69

0.60

Area Under the Curve (AUC)

0.85

0.80

0.82

0.80

0.81

0.80

0.85

AUC 95% Confidence Interval Lower Bound

0.83

0.77

0.79

0.78

0.79

0.78

0.83

AUC 95% Confidence Interval Upper Bound

0.87

0.82

0.84

0.82

0.83

0.83

0.87

 

Reliability

Grade2345678
RatingFull bubbledFull bubbledFull bubbledFull bubbledFull bubbledFull bubbledHalf-filled bubbled
  1. Justification for each type of reliability reported, given the type and purpose of the tool: Split-half reliability and Cronbach’s Alpha are both estimates of the internal consistency of the MCRC measures. Because the easyCBM MCRC measures are often administered for a set period of time (typically 30-45 minutes), not all students will complete all items. Having an internally-consistent measure, where scores on two split halves of the assessment are correlated with one another, provides some reassurance that scores obtained when students complete only some of the items (for instance, when they “time out” after responding to only half of the possible items on the assessment) reflect the distribution of scores that would be obtained were the entire test completed.

 

  1. Description of the sample(s), including size and characteristics, for each reliability analysis conducted: Demographic information for the convenience sample used for both the Split-half and Cronbach’s Alpha analyses are presented below. The study was conducted using values from the fall and winter 2013‐2014 Vocabulary benchmark assessments. The fall benchmark was taken by 20,252 grade 2 students; 23,694 grade 3 students; 17,850 grade 4 students; 26,978 grade 5 students; 17,222 grade 6 students; 12,798 grade 7 students; and 8,965 grade 8 students.  The winter benchmark was taken by 19,158 grade 2 students; 21,807 grade 3 students; 15,031 grade 4 students; 23,146 grade 5 students; 15,575 grade 6 students; 11,506 grade 7 students; and 9,464 grade 8 students.  Students of American Indian or Alaskan Native descent comprised 1‐4% of the sample, and Asian students made up 2‐3% of the sample across all grades. Black or African American students made up 10‐19% of the sample in grade 2 and 3‐5% of the sample in grade 3‐8. Native Hawaiian or other Pacific Islander students made up 0‐1% and students identified as Two or more Races constituted 1‐2% of the sample across all grades. Lastly, White students made up 44‐55% of the sample, and those classified as Unknown ethnicity made up 29‐47% of the sample across all grades.   Similarly, students identified as Hispanic/Latino made up 8‐16% of the sample and students identified as Not Hispanic/Latino made up 48‐70% of the sample, varying by grade level. The percentage of ELL students in the sample had a range of 16‐33%.  Students identified by their districts as disabled constituted 17‐31% of the sample. Males made up 49‐53% of the sample. 

 

  1. Description of the analysis procedures for each reported type of reliability: Prior to analysis, students who had not responded to any items on a particular MCRC measure were removed from the dataset. The measures were analyzed for internal consistency using Cronbach’s Alpha and Split‐half reliability (first half/second half). For the split‐half reliability, the measures were analyzed using the first half to the median compared to the second half.

 

  1. Reliability of performance level score (e.g., model-based, internal consistency, inter-rater reliability).

Type of Reliability

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Cronbach's alpha

2

23461

0.75

0.75

0.75

Cronbach's alpha

3

25074

0.73

0.73

0.74

Cronbach's alpha

4

20681

0.79

0.79

0.79

Cronbach's alpha

5

30663

0.78

0.78

0.79

Cronbach's alpha

6

18135

0.71

0.70

0.71

Cronbach's alpha

7

15297

0.73

0.73

0.74

Cronbach's alpha

8

17639

0.66

0.66

0.66

Split-half

2

23461

0.72

0.75

0.77

Split-half

3

25074

0.67

0.74

0.76

Split-half

4

20681

0.76

0.79

0.81

Split-half

5

30663

0.76

0.80

0.82

Split-half

6

18135

0.65

0.72

0.74

Split-half

7

15297

0.69

0.75

0.77

Split-half

8

17639

0.60

0.68

0.71

 

Disaggregated Reliability

The following disaggregated reliability data are provided for context and did not factor into the Reliability rating.

Type of Reliability

Subgroup

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Cronbach's alpha

GenEd

2

15829

0.85

0.85

0.86

Cronbach's alpha

SPED

2

1766

0.81

0.8

0.82

Cronbach's alpha

GenEd

3

18797

0.83

0.83

0.84

Cronbach's alpha

SPED

3

1918

0.87

0.86

0.88

Cronbach's alpha

GenEd

4

13330

0.82

0.81

0.82

Cronbach's alpha

SPED

4

1988

0.85

0.84

0.86

Cronbach's alpha

GenEd

5

19859

0.77

0.77

0.77

Cronbach's alpha

SPED

5

3440

0.84

0.83

0.84

Cronbach's alpha

GenEd

6

13086

0.77

0.77

0.78

Cronbach's alpha

SPED

6

2487

0.87

0.86

0.87

Cronbach's alpha

GenEd

7

9600

0.77

0.76

0.77

Cronbach's alpha

SPED

7

1955

0.82

0.81

0.83

Cronbach's alpha

GenEd

8

7534

0.73

0.73

0.74

Cronbach's alpha

SPED

8

1931

0.84

0.83

0.84

Split-half

GenEd

2

1829

0.84

0.85

0.86

Split-half

SPED

2

1766

0.79

0.81

0.83

Split-half

GenEd

3

1797

0.83

0.85

0.86

Split-half

SPED

3

1918

0.86

0.87

0.88

Split-half

GenEd

4

1330

0.81

0.84

0.85

Split-half

SPED

4

1988

0.83

0.86

0.87

Split-half

GenEd

5

1859

0.78

0.8

0.81

Split-half

SPED

5

3440

0.82

0.84

0.85

Split-half

GenEd

6

1086

0.78

0.81

0.82

Split-half

SPED

6

2487

0.85

0.87

0.89

Split-half

GenEd

7

9600

0.77

0.79

0.81

Split-half

SPED

7

1955

0.79

0.82

0.84

Split-half

GenEd

8

7534

0.74

0.77

0.78

Split-half

SPED

8

10931

0.82

0.85

0.86

Cronbach's alpha

F

2

9689

0.85

0.85

0.86

Cronbach's alpha

M

2

10176

0.85

0.85

0.86

Cronbach's alpha

M

3

11293

0.84

0.83

0.84

Cronbach's alpha

F

3

11958

0.85

0.84

0.85

Cronbach's alpha

M

4

8465

0.83

0.82

0.83

Cronbach's alpha

F

4

8975

0.84

0.84

0.85

Cronbach's alpha

M

5

12958

0.79

0.78

0.79

Cronbach's alpha

F

5

13550

0.81

0.8

0.81

Cronbach's alpha

F

6

7967

0.79

0.78

0.8

Cronbach's alpha

M

6

8826

0.83

0.82

0.83

Cronbach's alpha

M

7

5819

0.79

0.79

0.8

Cronbach's alpha

F

7

6658

0.82

0.81

0.83

Cronbach's alpha

F

8

4969

0.75

0.74

0.75

Cronbach's alpha

M

8

4193

0.81

0.80

0.81

Split-half

F

2

9689

0.84

0.85

0.86

Split-half

M

2

10176

0.84

0.85

0.86

Split-half

M

3

11293

0.83

0.85

0.86

Split-half

F

3

11958

0.84

0.86

0.87

Split-half

M

4

8465

0.82

0.84

0.85

Split-half

F

4

8975

0.83

0.86

0.87

Split-half

M

5

12958

0.79

0.81

0.82

Split-half

F

5

13550

0.81

0.83

0.84

Split-half

F

6

7967

0.8

0.83

0.84

Split-half

M

6

8826

0.82

0.85

0.86

Split-half

M

7

5819

0.79

0.81

0.83

Split-half

F

7

6658

0.81

0.84

0.85

Split-half

F

8

4969

0.75

0.78

0.79

Split-half

M

8

4193

0.81

0.83

0.84

Cronbach's alpha

White

2

10999

0.85

0.85

0.86

Cronbach's alpha

Two or more races

2

1434

0.86

0.85

0.87

Cronbach's alpha

Asian

2

631

0.86

0.84

0.87

Cronbach's alpha

Black or African American

2

2254

0.82

0.80

0.83

Cronbach's alpha

American Indian or Alaskan Native

2

826

0.83

0.81

0.85

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

2

115

0.82

0.77

0.87

Cronbach's alpha

White

3

13963

0.83

0.83

0.84

Cronbach's alpha

Black or African American

3

2409

0.85

0.84

0.86

Cronbach's alpha

Asian

3

636

0.83

0.82

0.85

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

3

127

0.83

0.78

0.87

Cronbach's alpha

Two or more races

3

1521

0.84

0.83

0.85

Cronbach's alpha

American Indian or Alaskan Native

3

1138

0.83

0.82

0.85

Cronbach's alpha

White

4

9351

0.83

0.82

0.83

Cronbach's alpha

Black or African American

4

2334

0.81

0.80

0.82

Cronbach's alpha

Asian

4

590

0.83

0.81

0.85

Cronbach's alpha

American Indian or Alaskan Native

4

533

0.80

0.78

0.83

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

4

115

0.83

0.79

0.88

Cronbach's alpha

Two or more races

4

1394

0.82

0.81

0.84

Cronbach's alpha

White

5

13551

0.78

0.78

0.79

Cronbach's alpha

Black or African American

5

4901

0.79

0.78

0.80

Cronbach's alpha

Asian

5

713

0.83

0.81

0.85

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

5

160

0.72

0.66

0.79

Cronbach's alpha

Two or more races

5

1858

0.75

0.74

0.77

Cronbach's alpha

American Indian or Alaskan Native

5

544

0.78

0.75

0.81

Cronbach's alpha

White

6

8556

0.80

0.80

0.81

Cronbach's alpha

Asian

6

521

0.84

0.82

0.86

Cronbach's alpha

Two or more races

6

1217

0.78

0.76

0.80

Cronbach's alpha

Black or African American

6

2571

0.81

0.80

0.82

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

6

130

0.78

0.73

0.84

Cronbach's alpha

American Indian or Alaskan Native

6

350

0.78

0.74

0.81

Cronbach's alpha

White

7

5961

0.80

0.79

0.81

Cronbach's alpha

Two or more races

7

980

0.78

0.76

0.80

Cronbach's alpha

Black or African American

7

2556

0.80

0.79

0.82

Cronbach's alpha

Asian

7

281

0.78

0.75

0.82

Cronbach's alpha

American Indian or Alaskan Native

7

327

0.76

0.73

0.80

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

7

43

0.81

0.73

0.89

Cronbach's alpha

Black or African American

8

9764

0.79

0.79

0.80

Cronbach's alpha

White

8

54052

0.77

0.77

0.77

Cronbach's alpha

Two or more races

8

7326

0.77

0.76

0.78

Cronbach's alpha

Asian

8

3720

0.79

0.78

0.80

Cronbach's alpha

Native Hawaiian or Other Pacific Islander

8

544

0.75

0.72

0.78

Cronbach's alpha

American Indian or Alaskan Native

8

2296

0.79

0.77

0.80

Split-half

White

2

10999

0.84

0.85

0.86

Split-half

Two or more races

2

1434

0.84

0.86

0.87

Split-half

Asian

2

631

0.83

0.86

0.88

Split-half

Black or African American

2

2254

0.80

0.82

0.83

Split-half

American Indian or Alaskan Native

2

826

0.81

0.83

0.85

Split-half

Native Hawaiian or Other Pacific Islander

2

115

0.76

0.82

0.87

Split-half

White

3

13963

0.83

0.85

0.86

Split-half

Black or African American

3

2409

0.83

0.85

0.86

Split-half

Asian

3

636

0.83

0.85

0.87

Split-half

Native Hawaiian or Other Pacific Islander

3

127

0.78

0.85

0.89

Split-half

Two or more races

3

1521

0.83

0.85

0.87

Split-half

American Indian or Alaskan Native

3

1138

0.82

0.84

0.86

Split-half

White

4

9351

0.82

0.85

0.86

Split-half

Black or African American

4

2334

0.79

0.82

0.83

Split-half

Asian

4

590

0.82

0.84

0.87

Split-half

American Indian or Alaskan Native

4

533

0.78

0.82

0.84

Split-half

Native Hawaiian or Other Pacific Islander

4

115

0.78

0.84

0.89

Split-half

Two or more races

4

1394

0.81

0.84

0.86

Split-half

White

5

13551

0.79

0.81

0.83

Split-half

Black or African American

5

4901

0.77

0.80

0.82

Split-half

Asian

5

713

0.82

0.85

0.88

Split-half

Native Hawaiian or Other Pacific Islander

5

160

0.67

0.74

0.80

Split-half

Two or more races

5

1858

0.76

0.79

0.81

Split-half

American Indian or Alaskan Native

5

544

0.76

0.80

0.83

Split-half

White

6

8556

0.81

0.84

0.85

Split-half

Asian

6

521

0.83

0.87

0.89

Split-half

Two or more races

6

1217

0.78

0.82

0.84

Split-half

Black or African American

6

2571

0.80

0.83

0.85

Split-half

Native Hawaiian or Other Pacific Islander

6

130

0.74

0.81

0.86

Split-half

American Indian or Alaskan Native

6

350

0.76

0.81

0.84

Split-half

White

7

5961

0.79

0.82

0.83

Split-half

Two or more races

7

980

0.78

0.81

0.83

Split-half

Black or African American

7

2556

0.79

0.82

0.83

Split-half

Asian

7

281

0.75

0.80

0.84

Split-half

American Indian or Alaskan Native

7

327

0.73

0.78

0.82

Split-half

Native Hawaiian or Other Pacific Islander

7

43

0.72

0.82

0.89

Split-half

Black or African American

8

964

0.78

0.81

0.83

Split-half

White

8

5052

0.78

0.80

0.81

Split-half

Two or more races

8

7326

0.78

0.80

0.81

Split-half

Asian

8

3720

0.79

0.82

0.83

Split-half

Native Hawaiian or Other Pacific Islander

8

544

0.74

0.78

0.81

Split-half

American Indian or Alaskan Native

8

2296

0.78

0.81

0.82

 

Validity

Grade2345678
RatingdashHalf-filled bubbleEmpty bubbleEmpty bubbleEmpty bubbleEmpty bubbleEmpty bubble
  1. Description of each criterion measure used and explanation as to why each measure is appropriate, given the type and purpose of the tool: We used the Smarter Balanced English Language Arts Assessment as our criterion measure. This measure is completely independent from the screening measure. SBAS is a large-scale assessment in wide use across the United States as a state accountability measure. Because it is used by so many states for their accountability measure, school districts are quite interested in the relation between SBAS and easyCBM MCRC.

 

  1. Description of the sample(s), including size and characteristics, for each validity analysis conducted: Data for this study came from a convenience sample provided by two school districts in the Pacific Northwest. All students enrolled in school and present during the three-week easyCBM Benchmark Assessment windows in the fall (September 2014), winter (January 2015) and spring (May 2015) were administered the easyCBM assessments. All enrolled students were likewise administered the Smarter Balanced assessments during the testing window provided by the state in the spring of 2015. The data set provided by the districts included easyCBM CCSS Math, Passage Reading Fluency, Vocabulary, and Multiple-Choice Reading Comprehension (MCRC) as well as Smarter Balanced Math and English Language Arts total scores for students enrolled in grades 3-8. District 1 provided data for Grades 3-8, while District 2 provided data for Grades 4-8. In addition, District 1 provided demographic information, while District 2 (approximately ¼ the size of the first district) did not. Because of the missing demographics from a large proportion of the sample, the percentages for each of the demographic variables are calculated based on the students in the sample whose data included full-resolution demographic information.

During data cleaning, data from students who were administered the Alternate Assessment rather than the General Education assessment were removed from the dataset prior to further analyses. In all, six students each from Grades 4, 6, and 7 and three students from Grade 5 were removed from the dataset in this step.  Data from all additional students were retained.

 

  1. Description of the analysis procedures for each reported type of validity: We analyzed the data using bivariate correlations and linear regression using SPSS software.

 

  1. Validity for the performance level score (e.g., concurrent, predictive, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

 

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Predictive (Fall easyCBM MCRC à Spring SBAS)

3

Smarter Balanced Assessment

1239

0.62

0.58

0.67

Predictive (Win. easyCBM MCRC à Spring SBAS)

3

Smarter Balanced Assessment

1285

0.63

0.59

0.68

Concurrent (Spr easyCBM MCRC à Spring SBAS)

3

Smarter Balanced Assessment

1288

0.68

0.64

0.72

Concurrent (Spr easyCBM MCRC à Spring SBAS)

4

Smarter Balanced Assessment

1443

0.68

0.65

0.72

Concurrent (Spr easyCBM MCRC à Spring SBAS)

4

Smarter Balanced Assessment

1483

0.64

0.60

0.68

Concurrent (Spr easyCBM MCRC à Spring SBAS)

4

Smarter Balanced Assessment

1307

0.62

0.58

0.66

Concurrent (Spr easyCBM MCRC à Spring SBAS)

5

Smarter Balanced Assessment

1531

0.67

0.63

0.71

Concurrent (Spr easyCBM MCRC à Spring SBAS)

5

Smarter Balanced Assessment

1570

0.68

0.64

0.72

Concurrent (Spr easyCBM MCRC à Spring SBAS)

5

Smarter Balanced Assessment

1333

0.64

0.60

0.68

Concurrent (Spr easyCBM MCRC à Spring SBAS)

6

Smarter Balanced Assessment

1505

0.60

0.55

0.64

Concurrent (Spr easyCBM MCRC à Spring SBAS)

6

Smarter Balanced Assessment

1554

0.54

0.50

0.58

Concurrent (Spr easyCBM MCRC à Spring SBAS)

6

Smarter Balanced Assessment

1297

0.65

0.61

0.69

Concurrent (Spr easyCBM MCRC à Spring SBAS)

7

Smarter Balanced Assessment

1433

0.65

0.61

0.69

Concurrent (Spr easyCBM MCRC à Spring SBAS)

7

Smarter Balanced Assessment

1476

0.59

0.55

0.63

Concurrent (Spr easyCBM MCRC à Spring SBAS)

7

Smarter Balanced Assessment

1200

0.62

0.58

0.67

Concurrent (Spr easyCBM MCRC à Spring SBAS)

8

Smarter Balanced Assessment

1475

0.63

0.59

0.67

 

  1. Results for other forms of validity (e.g. factor analysis) not conducive to the table format: Not Provided  

 

  1. Describe the degree to which the provided data support the validity of the tool: Data from these validity studies support the concurrent and predictive validity of the tool. Correlations between the easyCBM MCRC measures and an external measure of English Language Arts that includes reading comprehension as a tested construct suggest that the easyCBM MCRC assessments are, indeed, capturing important information about students’ ability to make sense of what they are reading. The easyCBM MCRC measures consistently predict student performance on other measures of English Language Arts.

 

Disaggregated Validity

The following disaggregated validity data are provided for context and did not factor into the Validity rating.

Type of Validity

Subgroup

Age or Grade

Test or Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

None

 

 

 

 

 

 

 

 

Results for other forms of disaggregated validity (e.g. factor analysis) not conducive to the table format: Not Provided  

 

Sample Representativeness

Grade2345678
Data
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Primary Classification Accuracy Sample

     

    Criterion 1

    Grade

    2

    3

    4

    5

    6

    7

    8

    Criterion

    SBAS ELA

    SBAS ELA

    SBAS ELA

    SBAS ELA

    SBAS ELA

    SBAS ELA

    SBAS ELA

    National/Local Representation

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Date

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    Sample Size

    26250

    30567

    30483

    29800

    29267

    34250

    26250

    Male

    12667

    12100

    12517

    12117

    11817

    13783

    12667

    Female

    11467

    11800

    11667

    11417

    11133

    13317

    11467

    Gender Unknown

    2117

    6667

    6300

    6267

    6317

    7150

    2117

    Free or Reduced-price Lunch Eligible

    8133

    8233

    7933

    8300

    7433

    7717

    8133

    White, Non-Hispanic

    5617

    4883

    5617

    4567

    5283

    7283

    5617

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    20633

    25683

    24867

    25233

    23983

    26967

    20633

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    2683

    2767

    2550

    2567

    2283

    2750

    2683

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    2700

    2467

    2267

    1783

    1900

    1667

    2700

     

    Bias Analysis Conducted

    Grade2345678
    RatingYesYesYesYesYesYesYes
    1. Description of the method used to determine the presence or absence of bias: We ran DIF analyses for all easyCBM Vocabulary measures using the Mantel-Haenszel (MH) procedure with an iterative purification process. Items were evaluated by the delta MH statistic, and assigned letter grades (A, B, or C) based on the recommendation of Holland and Thayer (1988). 

     

    1. Description of the subgroups for which bias analyses were conducted: We conducted DIF analyses for the following sub-groups: gender, disability status, and race/ethnicity.

     

    1. Description of the results of the bias analyses conducted, including data and interpretative statements: Results indicated the easyCBM Vocabulary measures are not biased against gender, disability status, or race/ethnicity. At all grade levels, and all seasons, the easyCBM Vocabulary items received a grade of “A” in the DIF analyses in all three of the groupings examined. 

     

    Grade

    Indicator

    Letter Grade Assigned

    2

    disability_grades

    All 12 items = A

    2

    female_grades

    All 12 items = A

    2

    minority_grades

    All 12 items = A

    3

    disability_grades

    All 20 items = A

    3

    female_grades

    All 20 items = A

    3

    minority_grades

    All 20 items = A

    4

    disability_grades

    All 20 items = A

    4

    female_grades

    All 20 items = A

    4

    minority_grades

    All 20 items = A

    5

    disability_grades

    All 20 items = A

    5

    female_grades

    All 20 items = A

    5

    minority_grades

    All 20 items = A

    6

    disability_grades

    All 20 items = A

    6

    female_grades

    All 20 items = A

    6

    minority_grades

    All 20 items = A

    7

    disability_grades

    All 20 items = A

    7

    female_grades

    All 20 items = A

    7

    minority_grades

    All 20 items = A

    8

    disability_grades

    All 20 items = A

    8

    female_grades

    All 20 items = A

    8

    minority_grades

    All 20 items = A

     

     

    Administration Format

    Grade2345678
    Data
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Administration & Scoring Time

    Grade2345678
    Data
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • Scoring Format

    Grade2345678
    Data
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Types of Decision Rules

    Grade2345678
    Data
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Evidence Available for Multiple Decision Rules

    Grade2345678
    Data
  • No
  • No
  • No
  • No
  • No
  • No
  • No