University of Minnesota
Dr. Theodore J. Christ
Presented by Allison McCarthy
Project Coordinator
mccar410@umn.edu
What is CBAS-R?
 A research project at the U of M funded by the USDE.
 We focus on 5 domains of reading.
 A free, online, computer adaptive test.
What have we done?
 Conducted research in 6 school districts:
 Field tested close to 1000 items;
 Administered CBAS-R as a screening tool in three
schools.
Instructionally Relevant Model
National Reading Panel’s Instructional Targets (2000)
Who does CBAS-R serve?
 Students who



teachers might consider at risk for reading difficulties;
are receiving supplemental services;
have an IEP.
Where is CBAS-R now?
 A second round of item development and item
evaluation occurred during the 2009-2010 school year:
 3 School Districts;
 Grades K through 5.
 CBAS-R can be group or individually administered.
 CBAS-R is a Computer Adaptive Test (CAT).
Computer Adaptive Test Algorithm
1. Begin with provisional early reading “ability” estimate
2. Select and display optimal
test item
3. Observe and evaluate
response
No
5. Is stopping rule
satisfied?
4. Revise ability estimate
Yes
6. End Test
7. End of
Battery?
Yes
9. Stop
No
8. Adm. next test
Where is CBAS-R going?
Each of these are or will be utilized within a CAT platform.
 Screening tool:
 To be used 3 to 4 times a school year.
 Current data collections will explore this utility (2010-2011
academic year).
 Progress Monitoring tool:
 To be used on a weekly or semi-weekly basis.
 Skills Analysis:
 To identify instructional targets based on the National
Reading Panel’s “Big 5”.
 We will continue to work toward identifying specific subskills
within each domain, in order to match students’ instructional
target.
Why participate in CBAS-R
research?
 To receive money to go toward your school library.
 To help us with research to benefit children.
 Students engage in reading
activities.
Teacher Acceptability Ratings
 Conducted in the classroom, by teachers.
Strongly
disagree Disagree
Slightly
disagree
Slightly
Strongly
agree Agree
agree
It was intrusive to the rest of the
84%
16%
class.
Scheduling was easy.
33%
67%
Students were motivated to
16%
84%
participate
It caused problems for
84%
8%
8%
individual students
Student sessions were brief
33%
67%
Running the program was
75%
25%
difficulty
The classroom location was
8%
16%
75%
beneficial
Note. Data are from 12 teachers of first and second grade classrooms participating in an 8-week
pilot study of an in-class progress monitoring application of a preliminary version of CBAS-R.
CBAS-R Set-up in the Schools
 We bring the data collectors and our 28 laptop mobile
computer lab.
 We use an online database to access the test
administrations.
 Students listen to item instructions through
headphones that we provide.
CBAS-R as a Screening Tool
 6-10 minutes per student.
 Computer adaptive test that precisely and efficiently
identifies the student’s skill level.
 Assesses students on a continuous metric from
Kindergarten through 5th grade.
 This allows us to demonstrate a student’s skill level relative to
other grades (E.g., a fifth grade student who performs at a level
similar to that of a second grade student).
 Measures of Academic Progress (MAP) or curriculum-based
measures (CBM) cannot provide the same level of comparison.
Likely
st
1
Grade Items
Audio: What word do these
sounds make? /p/i/g/. Click
on the picture of the /p/i/g/.
Audio: Click on the word “can.”
a. can
b. cat
c. cup
d. call
Likely
rd
3
Grade Items
Audio: Choose the best answer to
finish the sentence.
I had already _____ my letter, but
forgot it at home.
a.
b.
c.
d.
age
fold
wrote
written
Audio: Choose the best answer.
I needed to pack all of my gear for a
camping trip. I needed to fit the
tent, sleeping bag and food into
one bag because there wouldn’t be
many people to carry many bags. I
looked in the closet at all the bags
we had: a large duffle bag with
many pockets, a backpack with
many pockets, my mom’s old
purse, or a green suitcase.
Which type of bag should I use?
a.
b.
c.
d.
The backpack
The duffle bag
The purse
The suitcase
Likely
th
5
Grade Item
Audio: Choose the best answer.
Tia laboriously treaded through the thick undergrowth in the
forest. As beads of sweat budded on her forehead, she felt
despair growing from the pit of her stomach. She was
unable to think clearly even as she tried to take deep,
calming breaths. Her mind was abuzz with the possible
torment that lied ahead.
What is the author’s purpose in this passage?
a. To demonstrate that Tia is in danger.
b. To demonstrate that Tia is unable to think.
c. To demonstrate that Tia might be traveling after dark.
d. To demonstrate that Tia is afraid of forests.
Presented by Allison McCarthy
E-mail: mccar410@umn.edu