Curriculum Based Evaluation
Gary L. Cates, Ph.D.
Steps to CBE
• Identify the problem– Observe accuracy and fluency in specific skills (Probes/Assignments)
• Develop a plan to address the problem– Instructional Hierarchy (Acquisition, Fluency, maintenance,
Generalization, Adaptation)• Implement the plan
– Intervention Articulation Form• Evaluate the plan
– Single Case Research Design• Adapt the plan as needed
– React to students responding
Curriculum Based Evaluation in Reading
Gary L. Cates, Ph.D.
Decoding
• AKA Reading• Carnine: – Teachers need right materials– Teachers need right training
• Adams– Code instruction with meaning better for ALL readers
• Rate of Decoding is essential in understanding differences in effects of various reading methods.
Important Points
• Perceptual Processes: They matter very little.
• Early Reading Skills: Teach older kids that do not have early literacy skills these skills?
• Reading Levels: within text, across curricula– What about Grade Equivalents?
• The right question: What skill does the student need to learn?
Error/Miscue Analysis
• Variable empirical support• Problem with Operational Definitions• Should be an appropriate error sample (i.e.
must make enough errors – 80-85%)
Pre-reading readiness
• Book Orientation• Sentence, word, letter boundaries,• Letter names• Symbol recognition?• Word recognition• Word/sentence manipulation: Rain/Bow• Segmenting, rhyming, blending,
Hypothesis: Won’t do
• Provide reinforcer for reading accurately (50% increase?)
Hypothesis: Error not important to meaning
• Tally errors and get percent of words that violate meaning (i.e. would give you a different sentence understanding).
• Shouldn’t be out of specified range.
Hypothesis: Code Structure is the issue
• Read a passage and note errors.• Errors related to pattern in words?• Be sure to base this on opportunity for error
not just percentage of errors.
Hypothesis: Word Substitutions are?
• Related to phonics?– Misses phonetically regular portions of words– Can’t read non-sense words
• Not related to phonics?– Provide assisted self-monitoring – Maybe not a problem (Check if affects to meaning)
CBE: Comprehension
Let’s Change our Thinking
• Comprehension is a complex process• Let’s talk about how a reader “reacts” to their
reading.– Answering questions, retelling, paraphrasing,
cloze, maze, t/f etc.
9 Causes of Comprehension Failure
• These are 9 things that a good reader does that a poor reader doesn’t.
• If you want a cool round number (the top “10” reasons) the 10th is Insufficient reinforcement.
Strategies of Comprehension
• Monitor for meaning and self-correct• Selective attention to text: Skimming, going
over closely• Adjust for Text Difficulty: Change rate,
rereading, highlighting• Connect with Prior Knowledge: • Clarify: Figure it out in some way to make it
make sense (Ask for help?; Google)
Enablers of Comprehension
• Decoding: 140 wcpm (after 3rd grade)• Vocabulary (Semantics) – 70% of the variability!– Definitions– Determining Word Meaning
• Grammar (Syntax): Rare, but could be ESL• Prior Knowledge
Curriculum Based Evaluation in Math
Gary L. Cates, Ph.D.
Mark
• Mark is having difficulty with multiplication of fractions. An example of such a problem is:5/6 x 3/9 = ?His answer to such a problem was 15/45
• Take some time to write down your thoughts about how to assess this problem fully and generate an intervention that may be helpful given a fictional hypothesis that you may formulate based on your assessment.
Mathematics Areas
• Computation: Accurately and quickly responding with symbols of quantity
• Concepts: Rules• Strategies: Need to be efficient• Facts: Numerical statements• Application: Using math– Sub-domains: Tool use, content knowledge, and
Vocabulary • Problem-Solving: Using both computation and
application.
Math Assessments
• Irrelevant standards• Irrelevant formats• Lack empirically validated sequencing• Inadequate samples of student behavior• Provide little insight into why errors are made• Not aligned with instructional objectives
Interviewing & Error Analysis
• 2 ways of collecting information for the development of a hypothesis
• Interviewing• Error Analysis: Need a lot of problems of the
same type (Facts, operations, applications)
Setting Goals with BMC considered
• Consider Basic Movement Cycle (BMC)– Think of it as a “handicap”
• Task Mastery Rate (TMR)= 50/minute• Current BMC = 75/minute• Expected BMC = 100/minute• Formula: (TMR * Current BMC)/(EBMC)– (50*75)/100 = 37.5– With current BMC student should be able to make
37.5 DCPM
Let’s try an Example
• Complete a probe and make a few errors (with pattern or without).
• Exchange probes with a colleague.• Analyze a colleague’s probe for errors• Develop a hypothesis• Develop and intervention• Describe how you would evaluate the
intervention
Curriculum Based Evaluation in Written Expression
Gary L. Cates, Ph.D.
The writer as an Author
• Purpose: Intent– The reader must know writer’s intent
• Process– Planning: • Pre-writing: Intent and Style• During: Ongoing changes of style
– Reviewing: constant recursive steps– Revision: Improvement of clarity of intent– Transcribing: “Editing” (Writer as secretary)
Writer as Author Continued
• Product– Fluency: TWW and CWS– Syntactic Maturity: Complexity of sentences– Vocabulary: Sophistication and non-repeating– Content: Holistic rating/attention to organization– Conventions: Errors in mechanics
Assessment Options
• Permanent products• Story Starters (younger kids)– Picture prompts could result in description only
• Essays (older kids)
Measurement Options
• Qualitative Scale (1 to 5 rating)– Not a normative Scaling!– Criterion Scale
• Holistic Scale (4 tiers of papers?)– Teachers at each grade level divide best from worst and
rate the others accordingly– How about for benchmarking?
• Direct Measurement– NCW/L or W/LS– Important to adhere to “traits” you have chosen
Setting Goals
• Develop Cut Scores (1.5 or 2x discrepancy from standard)
• Set goal to close the gap between current performance and expectation
Instructional Ideas
• Balanced Instruction: Pre-writing Planning• Teach The process: Planning, reviewing,
revising, transcribing, peer collaboration• Teach fluency of expression: Read/write a lot.
In different ways for different people• Balanced Mechanics: COPS• Note about spelling: Morphograph instruction
and not word lists!
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