Curriculum-based measurement, Progress monitoring, Reading, Technical adequacy

Before an assessment measure can be considered technically adequate, several factors must be examined including reliability, validity and accuracy. Although several studies have been conducted examining the reliability and validity of Curriculum-Based Measurement (CBM) progress monitoring, few have examined the accuracy. Those that have suggest a large amount of variability within student performance over time, suggesting that trend lines and other outcome measures used to evaluate student performance may not accurately represent student performance from day to day.

Currently, CBM progress monitoring is conducted by assessing student's oral reading fluency, or the number of words read correctly in one minute (WRCM). One way to decrease variability in student performance over time, when no instructional changes are made, may be to increase the duration of the oral reading fluency passages.

The purpose of the present study was to compare the accuracy of CBM trend lines and the sensitivity of CBM progress monitoring procedures when one-minute and three-minute passages are employed. In addition, this study compared the extent to which trend lines based on data collected between four weeks and nine weeks can be used to predict future student performance when no changes in programming are made. Finally, the present study employed the use of Hierarchical Linear Modeling (HLM) to examine the amount variability in student performance over time. The results of this study suggest, with respect to one-minute and three-minute passages, that three-minute passages may provide a better estimate of student performance when administered over time. Similarly, the three-minute passages were better able to predict student performance.

The results of the HLM analyses suggest there is variability between students in performance over time; however, the variability within students suggests a large amount of noise in student performance that may make interpretation of CBM progress monitoring data difficult. Therefore, practitioners should be cautious when using a limited amount of data to make instructional decisions. In addition, it does not appear that trend lines accurately represent student performance

Citation:

Dunn, Erin Kelsey, "Examining the accuracy of curriculum-based measurement progress monitoring in reading: Alternative methods for evaluating technical adequacy" (2001). Psychology - Dissertations and Theses. Paper 66.
http://surface.syr.edu/psy_etd/66

College Conspiracy - The Next Bubble

College Conspiracy - The Next Bubble

Richard Vedder: The Great College Degree Scam

Overcoming Test Anxiety

My 3rd grader was having test anxiety problem and I wanted to find more ways to help her. This article by Harris Henry and Doris Coy was very helpful and informative. So, I hope it will be helpful to yo as it was for me.

Helping Students Cope with Test Anxiety. ERIC Digest.
 
Anxiety is a basic human emotion consisting of fear and uncertainty that typically
appears when an individual perceives an event as being a threat to the ego or
self-esteem (Sarason, 1988). In some instances, such as avoiding dangerous
situations, anxiety can be helpful. However when taken to extremes, it may produce
unwarranted results.
One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure, and insecurity (Hembree, 1988). Many students have the cognitive ability to do well on exams but may not do so because of high levels of test anxiety. Because of the societal emphasis placed on testing, this could potentially limit their educational and vocational opportunities (Zeidner, 1990).

CHARACTERISTICS OF TEST ANXIETY
Test anxiety is composed of three major components: cognitive, affective, and
behavioral. Students who experience test anxiety from the cognitive perspective are
worriers lacking self confidence.
They may be preoccupied with negative thoughts,
doubting their academic ability and intellectual competence (Sarason & Sarason, 1990).
Furthermore, they are more likely to overemphasize the potential negative results and feel helpless when in testing situations (Zeidner, 1998). Some students may feel the
need to answer every question on the test correctly. When this does not occur they may think of themselves as being incompetent, thus fueling negative thoughts such as, "I knew I was not going to pass this test," "I know I am going to make a poor grade," or "Everyone knows I am not smart." In order for students to have the best opportunity for academic success, negative thinking must be minimized and controlled.
 
From the affective perspective, test anxiety causes some students to experience
physiological reactions such as increased heart rate, feeling nauseated, frequent
urination, increased perspiration, cold hands, dry mouth, and muscle spasms (Zeidner, 1998). These reactions may be present before, during, and even after the test is completed. In conjunction with the physiological reactions, emotions such as worry, fear of failure, and panic may be present. When students are not able to control their emotions, they may experience higher levels of stress, thereby making it more difficult for them to concentrate.
 
Test-anxious students express anxiety behaviorally by procrastinating and having
inefficient study and test-taking skills. Zeidner (1998) contends that test-anxious
students have a more difficult time interpreting information and organizing it into larger patterns of meaning. In addition, some students may physically feel tired or exhausted during test administration because they do not have a healthy diet, have poor sleeping habits, and fail to routinely exercise.
SUGGESTIONS TO HELP STUDENTS OVERCOME TEST ANXIETY
There are a number of suggestions that school administrators, teachers, school
counselors, and parents may utilize to help students effectively manage test anxiety.
 
Administrators should:
* attempt to build a strong alliance with parents, students and teachers by explaining to them the importance of testing including potential advantages and disadvantages.
* encourage teachers to teach the curriculum rather than teaching to the test because
ideally the test should reflect the curriculum being taught.
* develop school policies on standardized tests that are clear and easily understood.
* consider giving students school-wide practice tests.
* encourage school counselors to address test anxiety with students individually, in
small groups, and during classroom guidance lessons.
Teachers should:
* become aware of students' developmental levels and the pressure they may be
placing on students prior to test administration.
* teach students successful test-taking strategies that include understanding test time
limits, the importance of pacing, and the different type of test formats (e.g. multiple
choice, essay, fill in the blank).
* consider designing some classroom tests using the standardized test format during
the school year.
* help students understand test ceilings and provide information on whether or not they will be penalized for incorrect responses. If points are deducted for incorrect responses students should be informed to leave items blank (Sycamore & Corey, 1990).
* address test anxiety in class by exploring students' concerns and, if necessary, meet with the school counselor and parents of identified students to confront this issue.
School counselors should:
* collaborate with school officials to identify students experiencing test anxiety.
* conduct classroom guidance topics on test anxiety, test-taking strategies, and effective study skills, and consult with teachers.
* practice different forms of relaxation techniques with students and provide them with the cognitive tools to defeat the negative self-talk they may experience before, during, and after the test.
* offer workshops to parents focusing on ways they may help their children reduce test anxiety.
* meet with students experiencing test anxiety individually or in small groups to address this issue in more detail.
* seek out students who have successfully defeated test anxiety and have them speak or partner with other students to share their experience (Wilkinson, 1990).
* be aware of the developmental levels of students and recognize when test anxiety is out of control, because more serious anxiety-related problems could be present
Parents should:
* make sure their children attend school regularly.
* create and maintain a home environment that will help their children be well rested
during regular school days and during the week of testing.
* evaluate their children's academic progress over a period of time rather than on one single test score.
* talk with their children and encourage them to do their best.
* be proactive, contact school officials if they have questions concerning tests results
(U.S. Department of Education, 1993).
* encourage their children to maintain a healthy diet and exercise on a regular basis.
Students are encouraged to:
* consistently develop good sleeping habits, especially during the week of the test, and maintain a healthy diet and exercise regularly.
* avoid cramming, develop good study habits and good test taking skills.
* wear comfortable clothes during the exam and maintain a comfortable and relaxed
body posture during the test.
* be aware of time allotted for the test, read directions carefully, and for time
management purposes leave questions blank that they are not sure of and attempt to
answer them later.
* not compare themselves to other students while taking the test.
* take deep breaths and attempt to regain composure when anxiety levels are high or when negative thoughts are present.
 
CONCLUSION
Test anxiety is something that impacts students from all ethnic backgrounds and grade levels. Helping students learn to effectively manage such anxiety is a challenging task that requires a genuine team effort. Students, parents, teachers, school counselors, and school administrators must all find ways to be actively involved in reducing test anxiety. We live in a test-taking society and when students are anxious during tests, they are less likely to perform up to their academic potential.
 
REFERENCES
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 7-77.
Sarason, I. G. (1988). Anxiety, self-preoccupation, and attention. Anxiety Research, 1, 3-7.
Sarason, I. G., & Sarason, B. R. (1990). Test anxiety. In H. Leitenberg (Eds), Handbook of social and evaluative anxiety (pp 475-496). New York: Plenum Press.
Syncamore, J. E., & Corey, A. L. (1990). Reducing test anxiety. Elementary School Guidance & Counseling, 24, 231-233.
U. S. Department of Education (1993). Help Your Child Improve in Test-Taking.
Washington, DC: U. S. Government Printing Office.
Wilkinson, C. M. (1990). Techniques for overcoming test anxiety. Elementary School Guidance & Counseling, 24, 234-237.
Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by
gender and sociocultural group? Journal of Personality Assessment, 55, 145-160.
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.

Can Classroom Inclusion Work?

I was had the pleasure of being on a team that created, implemented, and analyzed a schoolwide inclusion plan. My role also included that of an Ed.Specialist Inclusion teacher. I say inclusion can work in the classroom and should be a major consideration for all school districts.  Moreover, the lessons we learned benefited all participants as well as other stakeholders. Finally, I concluded that the key elements of inclusion really represent the future if educators are to embrace the essence of  NCLB and IDEA200. 

Inclusion in the Classroom

The umbrella of special needs issues covers children with many different issues. These children face vast disability concerns. Some of their disabilities relate to developmental problems. In other cases children may have experienced an accident or undergone surgery. Because of these issues, they are now considered a part of the special needs community.

Schools around the country have applied studied approaches to these issues. They work hard to find the right educational setting for each child. Understanding special needs requires you to also understand the specifics of each case. Children and their individual experiences will be different. Their requirements will also be specific to their needs.

Inclusion is commonly defined as a complete integration of special needs children into the classroom. These could be traditional classrooms or those dedicated to teaching children with disabilities. Most often however these special needs students are incorporated into general classrooms. This means that they are a part of classes where their classmates are not disabled.

Many schools apply this specific approach under certain scenarios. Other schools do not consider this approach productive for all of the students in the classroom. There are both positive and negative discussions on these topics and opinions. Studies have proven that children with disabilities can be benefited by this teaching style. They are held at a higher standard, and in some cases perform that way.
There are cases also where this type of teaching is not as successful. The threat of children with certain disabilities becoming a distraction is real. As we look at educational approaches of the past, we see some surprising techniques. Disabled children decades ago had two possible choices for education. They were either taught at home or went into the general population of students in public school.

Educators were expected to use teacher resources, lesson plans, and other tools to instruct every student. These scenarios received the most success for children that were moderately disabled or high functioning individuals. As the years passed, special education teachers were added to school staffs. These teachers worked with special needs children at specific levels.

Schools then began to bus severely disabled students to other facilities for certain hours during the day. This was all before inclusion techniques began to resurface. Teaching in this way holds a lot of benefit to special needs students. Barriers are removed between them and their fellow classmates. This is something that will help them progress in the future outside of the school setting.

The major concern with this process is its effect on non-special needs children. If there are distractions in the classroom schools will likely determine that inclusion will not be used. It is possible, however, to compromise with inclusion approaches. Certain classes can be targets for this approach. There are positive benefits for all children in the classroom. They are able to experience a true reflection of the world through inclusion class settings. This makes students respect those that are different from them in a greater way.

Source:
www.teach-nology.com/teachers/special_ed/inclusion/

How to help Children With Homework

How To Help: Show You Think Education and Homework Are Important

Children need to know that their parents and adults close to them think homework is important. If they know their parents care, children have a good reason to complete assignments and turn them in on time. There is a lot that you can do to show that you value education and homework.

Set a Regular Time.

Finding a regular time for homework helps children finish assignments. The best schedule is one that works for your child and your family. What works well in one household may not work in another. Of course, a good schedule depends in part on your child's age, as well as individual needs. For instance, one youngster may work best in the afternoon after an hour of play, and another may be more efficient after dinner (although late at night, when children are tired, is seldom a good time).

Outside activities, such as sports or music lessons, may mean that you need a flexible schedule. Your child may study after school on some days and in the evening on others. If there isn't enough time to finish homework, your child may need to drop some outside activity. Homework must be a high priority.

You'll need to work with your elementary school child to develop a schedule. An older student can probably make up a schedule independently, although you'll want to make sure it's a good one.

It may help to write out the schedule and put it in a place where you'll see it often, such as the refrigerator door.

Some families have a required amount of time that children must devote to homework or some other learning activity each school night (the length of time can vary depending upon the child's age). For instance, if your seventh-grader knows she's expected to spend an hour doing homework, reading, or visiting the library, she may be less likely to rush through assignments so that she can watch television. A required amount of time may also discourage her from "forgetting" to bring home assignments and help her adjust to a routine.

Pick a Place.

A study area should have lots of light, supplies close by, and be fairly quiet.

A study area doesn't have to be fancy. A desk in the bedroom is nice, but for many youngsters the kitchen table or a corner of the living room works just fine.

Your child may enjoy decorating a special study corner. A plant, a brightly colored container to hold pencils, and some favorite artwork taped to the walls can make study time more pleasant.

Remove Distractions.

Turn off the television and discourage social telephone calls during homework time. (A call to a classmate about an assignment may, however, be helpful.)

Some youngsters work well with quiet background music, but loud noise from the stereo or radio is not OK. One Virginia junior high school history teacher laments, "I've actually had a kid turn in an assignment that had written in the middle, `And George Washington said, "Ohhhhh, I love you."' The kid was so plugged into the music that he wasn't concentrating."

If you live in a small or noisy household, try having all family members take part in a quiet activity during homework time. You may need to take a noisy toddler outside or into another room to play. If distractions can't be avoided, your child may want to complete assignments in a nearby library.

Provide Supplies and Identify Resources.

For starters, collect pencils, pens, erasers, writing paper, an assignment book, and a dictionary. Other things that might be helpful include glue, a stapler, paper clips, maps, a calculator, a pencil sharpener, tape, scissors, a ruler, index cards, a thesaurus, and an almanac. Keep these items together in one place if possible. If you can't provide your child with needed supplies, check with the teacher, school guidance counselor, or principal about possible sources of assistance.

For books and other information resources, check with the school library or local public library. Some libraries have homework centers designed especially to assist children with school assignments (there may even be tutors and other kinds of individual assistance).

These days many schools have computers in classrooms, and many households have personal computers. However, you don't have to have a computer in your home in order for your child to complete homework assignments successfully.

You may want to ask the teacher to explain school policy about the use of computers--or typewriters or any special equipment--for homework. Certainly, computers can be a great learning tool and helpful for some assignments. They can be used for word processing and on-line reference resources, as well as educational programs and games to sharpen skills. Some schools may offer after-school programs where your child can use the school computers. And many public libraries make computers available to children.

Set a Good Example.

Children are more likely to study if they see you reading, writing, and doing things that require thought and effort on your part. Talk with your child about what you're reading and writing even if it's something as simple as making the grocery list. Tell them about what you do at work. Encourage activities that support learning--for example, educational games, library visits, walks in the neighborhood, trips to the zoo or museums, and chores that teach a sense of responsibility.

Show an Interest.

Make time to take your child to the library to check out materials needed for homework (and for fun too), and read with your child as often as you can. Talk about school and learning activities in family conversations. Ask your child what was discussed in class that day. If he doesn't have much to say, try another approach. For example, ask your child to read aloud a story he wrote or discuss the results of a science experiment.

Another good way to show your interest is to attend school activities, such as parent-teacher meetings, shows, and sports events. If you can, volunteer to help in the classroom or at special events. Getting to know some classmates and other parents not only shows you're interested but helps build a network of support for you and your child.

Source; By Nancy Paulu
Edited by Kathryn Perkinson