Technical Characteristics of Curriculum-Based Measurement with Students Who Are Deaf

Abstract

This study compared the reliability and validity of student scores from paper-pencil and e-based assessments using the "maze"and "silent reading fluency"(SRF) tasks. Forty students who were deaf and hard of hearing and reading between the second and fifth grade reading levels and their teachers (n = 21) participated. For maze, alternate form reliability coefficients obtained from correct scores and correct scores adjusted for guessing ranged from r =. 61 to. 84 (ps