Document Type
Thesis - campus only access
Date of Award
Summer 1989
Degree Name
Education Specialist (Ed.S)
Department
Advanced Education Programs
Advisor
David Williamson
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.
Recommended Citation
Kruse, Bernard L., "Curriculum Based Assessment : A Comparison of Teacher Ratings with Local Kindergarten and First Grade Norms for Reading and Math" (1989). Master's Theses. 2111.
DOI: 10.58809/KOTF1145
Available at:
https://scholars.fhsu.edu/theses/2111
Rights
© 1989 Bernard L. Kruse
Comments
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