Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

Local norms in curriculum based assessment (CBA) for Kindergarten and First Grade were developed In Math and Reading for a rural Iowa community school district. One minute CBA probes of Counting Figures, Number Recognition, Addition, Subtraction, and Word Recognition were administered individually to each of 164 students. Counting Figures was administered only for Kindergarten. Addition and Subtraction was administered only for First Grade only. The Normative data is presented as descriptive statistics and cumulative frequency distributions. A correlation matrix of student performances one SA measures and Items on the Teacher Rating of Academic Performance scale demonstrate the adequacy of most norming procedures. High correlations were found for all comparisons except Counting Figures. Addition and Subtraction show only moderate relationship to teacher ratings. Students’ Word Recognition Skills seem to contribute to teacher perceptions of student performance levels most consistently in both grade levels. Teacher data indicate that they view their classrooms as being above average.

Keywords

School Psychology

Advisor

David Williamson

Date of Award

Summer 1989

Document Type

Thesis - campus only access

Rights

© The Author(s)

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