University of MinnesotaDr. Theodore J. Christ

Presented by Allison McCarthy Project Coordinator

mccar410@umn.edu

What is CBAS-R?A research project at the U of M funded by

the USDE.We focus on 5 domains of reading.A free, online, computer adaptive test.

What have we done?Conducted research in 6 school districts:

Field tested close to 1000 items;Administered CBAS-R as a screening tool in

three schools.

Who does CBAS-R serve?Students who

teachers might consider at risk for reading difficulties;

are receiving supplemental services; have an IEP.

Where is CBAS-R now?A second round of item development and

item evaluation occurred during the 2009-2010 school year: 3 School Districts; Grades K through 5.

CBAS-R can be group or individually administered.

CBAS-R is a Computer Adaptive Test (CAT).

Computer Adaptive Test Algorithm

1. Begin with provisional early reading “ability” estimate

2. Select and display optimal test item 3. Observe and evaluate

response

4. Revise ability estimate

6. End Test 7. End of Battery?

8. Adm. next test

5. Is stopping rule satisfied?

No

No

Yes

9. Stop

Yes

Where is CBAS-R going?Each of these are or will be utilized within a CAT

platform.

Screening tool: To be used 3 to 4 times a school year.Current data collections will explore this utility (2010-

2011 academic year).Progress Monitoring tool:

To be used on a weekly or semi-weekly basis.Skills Analysis:

To identify instructional targets based on the National Reading Panel’s “Big 5”.

We will continue to work toward identifying specific subskills within each domain, in order to match students’ instructional target.

Why participate in CBAS-R research?To receive money to go toward your school

library.To help us with research to benefit children.Students engage in reading activities.

Teacher Acceptability RatingsConducted in the classroom, by teachers.

Strongly disagree Disagree

Slightly disagree

Slightly agree Agree

Strongly agree

It was intrusive to the rest of the class.

84% 16% - - - -

Scheduling was easy. - - - - 33% 67% Students were motivated to participate

- - - - 16% 84%

It caused problems for individual students

84% 8% 8% - - -

Student sessions were brief - - - - 33% 67% Running the program was difficulty

75% 25% - - - -

The classroom location was beneficial

- - - 8% 16% 75%

Note. Data are from 12 teachers of first and second grade classrooms participating in an 8-week pilot study of an in-class progress monitoring application of a preliminary version of CBAS-R.

CBAS-R Set-up in the SchoolsWe bring the data collectors and our 28

laptop mobile computer lab.We use an online database to access the test

administrations.Students listen to item instructions through

headphones that we provide.

CBAS-R as a Screening Tool6-10 minutes per student.Computer adaptive test that precisely and

efficiently identifies the student’s skill level.Assesses students on a continuous metric

from Kindergarten through 5th grade.This allows us to demonstrate a student’s skill level

relative to other grades (E.g., a fifth grade student who performs at a level similar to that of a second grade student).

Measures of Academic Progress (MAP) or curriculum-based measures (CBM) cannot provide the same level of comparison.

Likely 1st Grade ItemsAudio: What word do

these sounds make? /p/i/g/. Click on the picture of the /p/i/g/.

Audio: Click on the word “can.”

a. can b. cat c. cupd. call

Likely 3rd Grade ItemsAudio: Choose the best

answer to finish the sentence.

I had already _____ my letter, but forgot it at home.

a. age b. foldc. wroted. written

Audio: Choose the best answer.

I needed to pack all of my gear for a camping trip. I needed to fit the tent, sleeping bag and food into one bag because there wouldn’t be many people to carry many bags. I looked in the closet at all the bags we had: a large duffle bag with many pockets, a backpack with many pockets, my mom’s old purse, or a green suitcase.

Which type of bag should I use?

a. The backpackb. The duffle bagc. The pursed. The suitcase

Likely 5th Grade ItemAudio: Choose the best answer.Tia laboriously treaded through the thick undergrowth

in the forest. As beads of sweat budded on her forehead, she felt despair growing from the pit of her stomach. She was unable to think clearly even as she tried to take deep, calming breaths. Her mind was abuzz with the possible torment that lied ahead.

What is the author’s purpose in this passage?a. To demonstrate that Tia is in danger.b. To demonstrate that Tia is unable to think.c. To demonstrate that Tia might be traveling after

dark.d. To demonstrate that Tia is afraid of forests.

Presented by Allison McCarthyE-mail: mccar410@umn.edu