easyCBM

Vocabulary

Rating Summary

Classification Accuracyfull bubble
GeneralizabilityModerate High
ReliabilityN A
Validityhalf bubble
Disaggregated Reliability and Validity Datahalf bubble
Efficiency
AdministrationGroup
Administration & Scoring Time15 Minutes
Scoring KeyComputer Scored
Benchmarks / NormsYes
Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

There are two version of easyCBM:

Teacher – Designed for individual teachers. Any teacher can sign up for free at http://easycbm.com. This version of the system contains all released measures with the exception of three benchmark measures for each grade level. This version does not support multiple levels of access, automated syncing with student information systems and data warehouses, grouping of reports in school or district units, or district-wide screening for benchmarks.

District – School districts can pay $4 per student per year and receive unlimited access to their own separate easyCBM website for the entire school year which includes access to measures for fall, winter, and spring, and computer-based reports for both screening to benchmarking and alternate forms to progress monitor.

Computer and Internet access are required for full use of product services.

Testers will require 1 - 4 hours of training.

Paraprofessionals can administer the test.

Accommodations:
All measures were developed following Universal Design for Assessment guidelines to reduce the need for accommodations. However, districts are directed to develop their own practices for accommodations as needed.

Behavioral Research and Teaching
5262 University of Oregon – 175 Education
Eugene, OR 97403-5262

Phone: 541-346-3535
Web Site: http://easycbm.com

Field-tested training manuals are included and should provide all implementation information.

Ongoing technical support is available through a help desk by email and phone.

In grades K-8, easyCBM provides 3 forms of a screening measure to be used locally for establishing benchmarks. All measures have been developed with reference to specific content in reading (National Reading Panel) and using Item Response Theory.

Administration time is 1 minute and scoring is 2-3 minutes for Passage Reading Fluency.

Administration time is 25-40 minutes and scoring is automatic for Multiple Choice Reading Fluency.

Scoring is automatic for Vocabulary.

Raw and percentile scores are available. Raw scores are simply the total number correct.

 

Classification Accuracy

Classification Accuracy in Predicting Proficiency on State Tests in Oregon and Washington
False Positive Rate 0.17 – 0.40
False Negative Rate 0.12 – 0.28
Sensitivity 0.72 – 0.88
Specificity 0.60 – 0.83
Positive Predictive Power 0.32 – 0.69
Negative Predictive Power 0.76 – 0.98
Overall Classification Rate 0.67 – 0.84
AUC (ROC) 0.71 – 0.93
Base Rate 0.10 – 0.44
Cut Points: 12 – 22
At 90% Sensitivity, Specificity equals 0.41 – 0.83 (median = 0.59)
At 80% Sensitivity, Specificity equals 0.52 – 0.88 (median = 0.74)
At 70% Sensitivity, Specificity equals 0.64 – 0.95 (median = 0.82)

Reported statistics range by grade (3-8), season (F, W, S), and study (OR and WA). All statistics reported from the following technical reports:
Park, B. J., Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. (2011). Diagnostic Efficiency of easyCBM Reading: Oregon (Technical Report No. 1106). Eugene, OR: Behavioral Research and Teaching, University of Oregon
Anderson, D., Park, B. J., Irvin, P. S., Alonzo, J., & Tindal, G. (2011). Diagnostic Efficiency of easyCBM Reading: Washington State (Technical Report No. 1107). Eugene, OR: Behavioral Research and Teaching, University of Oregon
These reports can be found here http://www.brtprojects.org/publications/technical-reports.

Generalizability

Description of Study 1 Sample:

  • Number of States: 1
  • Size: 1,058-3,352
  • Gender:
    • 50% Male
    • 50% Female 
  • SES: 38.1-63.3% Eligible for free or reduced-price lunch
  • Race/Ethnicity:
    • 61.9-65.5% White, Non-Hispanic
    • 2.0-2.6% Black, Non-Hispanic
    • 6.9-23.4% Hispanic
    • 1.0-1.6% American Indian/Alaska Native
    • 4.6-5.7% Asian/Pacific Islander
    • 2.2-4.0% Other
    • 1.7-15-2% Unknown
  • Disability classification: 13.6-16.6% Special Education Status
  • Language proficiency status: 5.0-9.9% ELL

Description of Study 2 Sample:

  • Number of States: 1
  • Size: 0-1,063
  • Gender:
    • 50% Male
    • 50% Female 
  • SES: 34.3-45.2% Eligible for free or reduced-price lunch
  • Race/Ethnicity:
    • 58.6-61.4% White, Non-Hispanic
    • 4.3-7.5% Black, Non-Hispanic
    • 10.5-12.2% Hispanic
    • 2.5-4.3% American Indian/Alaska Native
    • 8.0-9.5% Asian/Pacific Islander
    • 0.9-11.8% Other
    • 1.7-6.5% Unknown
  • Disability classification: 10.8-16.4% Special Education Status
  • Language proficiency status: 2.5-5.0% ELL

Validity

Type of Validity Age or Grade Test or Criterion n (range) Coefficient Information (including normative data)/Subjects
          FOR  ANALYSES BELOW:
Saez, L. et al. (2010). Technical adequacy of the easyCBM reading measures (Grades 3-8), 2009-2010 version. (Technical Report #1005). Eugene, OR: Behavioral Research and Teaching.
Concurrent 3 State test 2,142 0.46 Spring VOC easyCBM
Concurrent 4 State test 2,141 0.69 Spring VOC easyCBM
Concurrent 5 State test 2,249 0.68 Spring VOC easyCBM
Concurrent 6 State test 2,001 0.71 Spring VOC easyCBM
Concurrent 7 State test 1,853 0.63 Spring VOC easyCBM
Predictive 3 State test 2,060 0.70 Fall VOC easyCBM
Predictive 4 State test 1,995 0.71 Fall VOC easyCBM
Predictive 5 State test 2,184 0.70 Fall VOC easyCBM
Predictive 6 State test 2,076 0.69 Fall VOC easyCBM
Predictive 7 State test 1,893 0.67 Fall VOC easyCBM

 

Type of Validity Age or Grade Test or Criterion n (range) Fit Statistics
CFA/TLI RMSEA
Construct 3 CFA 740-873 0.992-0.993/
0.995-0.996
0.021-0.024
Construct 4 CFA 1,962-2,119 0.972-0.973/
0.985
0.023-0.025
Construct 5 CFA 1,962-2,119 0.973/
0.985
0.023-0.025
Construct 6 CFA 2,271-2,366 0.952-0.964/
0.969-0.977
0.023-0.025
Construct 7 CFA 3,406-3,493 0.955-0.968/
0.966-0.976
0.020-0.022

 

Disaggregated Reliability, Validity, and Classification Data for Diverse Populations

Disaggregated Reliability, Validity, and Classification Data for Diverse Populations

Disaggregated Classification Accuracy

Classification Accuracy in Predicting Proficiency on State Tests in Oregon and Washingtona
  American Indian/Alaskan Native Asian/Pacific Islander Black Hispanic White Multiethnic Non-English Language Learners English Language Learners
False Positive Rate 0.20 – 0.80 0.10 – 0.51 0.22 – 0.47 0.26 – 0.63 0.18 – 0.35 0.08 – 0.35 0.16 – 0.35 0.37 – 0.71
False Negative Rate 0.09 – 0.29 0.00 – 0.50 0.11 – 0.45 0.00 – 0.26 0.11 – 0.38 0.00 – 0.41 0.13 – 0.32 0.00 – 0.19
Sensitivity 0.10 – 0.91 0.50 – 1.00 0.55 – 0.89 0.74 – 1.00 0.63 – 0.89 0.59 – 1.00 0.68 – 0.87 0.81 – 1.00
Specificity 0.80 – 0.90 0.49 – 0.90 0.53 – 0.78 0.38 – 0.74 0.65 – 0.86 0.65 – 0.92 0.65 – 0.84 0.29 – 0.63
Positive Predictive Power 0.53 – 0.71 0.18 – 0.69 0.33 – 0.71 0.37 – 0.76 0.28 – 0.68 0.25 – 0.67 0.30 – 0.66 0.40 – 0.65
Negative Predictive Power 0.43 – 0.97 0.77 – 1.00 0.65 – 0.94 0.73 – 1.00 0.78 – 0.99 0.73 – 1.00 0.75 – 0.98 0.67 – 1.00
Overall Classification Rate 0.82 – 0.97 0.61 – 0.89 0.56 – 0.82 0.62 – 0.80 0.73 – 0.86 0.69 – 0.93 0.67 – 0.84 0.52 – 0.72
AUC (ROC) 0.75 – 0.91 0.66 – 0.99 0.60 – 0.89 0.69 – 0.92 0.70 – 0.93 0.72 – 0.99 0.69 – 0.94 0.69 – 0.85
Base Rate 0.20 – 0.20 0.05 – 0.41 0.15 – 0.48 0.19 – 0.60 0.08 – 0.42 0.10 – 0.42 0.09 – 0.44 0.25 – 0.51
Cut Points: 12 – 22 12 – 22 12 – 22 12 – 22 12 – 22 12 – 22 12 – 22 12 – 22
At 90% Sensitivity, Specificity equals 84% - 85% (Median: 85%) 32% - 96% (Median: 73%) 27% - 78% (Median: 38%) 26% - 80% (Median: 53%) 30% - 81% (Median: 63%) 29% - 95% (Median: 79%) 42% - 84% (Median: 60%) 24% - 77% (Median: 48%)
At 80% Sensitivity, Specificity equals 85% - 89% (Median: 87%) 48% - 100% (Median: 81%) 33% - 91% (Median: 52%) 47% - 90% (Median: 67%) 51% - 90% (Median: 73%) 43% - 100% (Median: 83%) 55% - 89% (Median: 76%) 38% - 79% (Median: 63%)
At 70% Sensitivity, Specificity equals 90% - 93% (Median: 92%) 57% - 100% (Median: 88%) 47% - 94% (Median: 56%) 54% - 92% (Median: 74%) 65% - 93% (Median: 79%) 63% - 100% (Median: 87%) 65% - 93% (Median: 83%) 54% - 81% (Median: 70%)

 

a. Statistics not calculated when n < 50. Reported statistics range by grade (3-8), season (F, W, S) and study (OR & WA).

For a full description of all analyses, see:

Park, B. J., Anderson, D., Irvin, P. S., Alonzo, J., & Tindal, G. (2011). Diagnostic Efficiency of easyCBM Reading: Oregon (Technical Report No. 1106). Eugene, OR: Behavioral Research and Teaching, University of Oregon

Anderson, D., Park, B. J., Irvin, P. S., Alonzo, J., & Tindal, G. (2011). Diagnostic Efficiency of easyCBM Reading: Washington State (Technical Report No. 1107). Eugene, OR: Behavioral Research and Teaching, University of Oregon

These reports can be found here http://www.brtprojects.org/publications/technical-reports.

Disaggregated Validity

Type of Validity Grade Test or Criterion n Coefficient Information/Subjects
range
Concurrent 3 State test 35 0.61 American Indian/Alaskan Native
Concurrent 3 State test 78 0.71 Asian/Pacific Islander
Concurrent 3 State test 44 0.73 Black
Concurrent 3 State test 310 0.71 Hispanic
Concurrent 3 State test 1,524 0.67 White
Concurrent 3 State test 58 0.76 Multi-Ethnic
Concurrent 3 State test 356 0.75 SPED
Concurrent 3 State test 78 0.55 ELL
Concurrent 4 State test 43 0.55 American Indian/Alaskan Native
Concurrent 4 State test 76 0.58 Asian/Pacific Islander
Concurrent 4 State test 49 0.68 Black
Concurrent 4 State test 331 0.68 Hispanic
Concurrent 4 State test 1,460 0.70 White
Concurrent 4 State test 92 0.72 Multi-Ethnic
Concurrent 4 State test 389 0.75 SPED
Concurrent 4 State test 79 0.50 ELL
Concurrent 5 State test 45 0.70 American Indian/Alaskan Native
Concurrent 5 State test 95 0.68 Asian/Pacific Islander
Concurrent 5 State test 51 0.74 Black
Concurrent 5 State test 317 0.65 Hispanic
Concurrent 5 State test 1,563 0.67 White
Concurrent 5 State test 87 0.68 Multi-Ethnic
Concurrent 5 State test 408 0.66 SPED
Concurrent 5 State test 70 0.55 ELL
Concurrent 6 State test 51 0.70 American Indian/Alaskan Native
Concurrent 6 State test 72 0.68 Asian/Pacific Islander
Concurrent 6 State test 43 0.64 Black
Concurrent 6 State test 237 0.63 Hispanic
Concurrent 6 State test 1,434 0.71 White
Concurrent 6 State test 66 0.72 Multi-Ethnic
Concurrent 6 State test 352 0.71 SPED
Concurrent 6 State test 57 0.51 ELL
Concurrent 7 State test 33 0.76 American Indian/Alaskan Native
Concurrent 7 State test 78 0.62 Asian/Pacific Islander
Concurrent 7 State test 42 0.64 Black
Concurrent 7 State test 253 0.62 Hispanic
Concurrent 7 State test 1,293 0.60 White
Concurrent 7 State test 70 0.66 Multi-Ethnic
Concurrent 7 State test 290 0.63 SPED
Concurrent 7 State test 57 0.43 ELL
Predictive 3 State test 34 0.78 American Indian/Alaskan Native
Predictive 3 State test 75 0.66 Asian/Pacific Islander
Predictive 3 State test 41 0.80 Black
Predictive 3 State test 294 0.70 Hispanic
Predictive 3 State test 1,483 0.68 White
Predictive 3 State test 57 0.75 Multi-Ethnic
Predictive 3 State test 341 0.74 SPED
Predictive 3 State test 71 0.60 ELL
Predictive 4 State test 41 0.64 American Indian/Alaskan Native
Predictive 4 State test 68 0.55 Asian/Pacific Islander
Predictive 4 State test 43 0.46 Black
Predictive 4 State test 285 0.71 Hispanic
Predictive 4 State test 1,393 0.70 White
Predictive 4 State test 90 0.72 Multi-Ethnic
Predictive 4 State test 366 0.67 SPED
Predictive 4 State test 59 0.55 ELL
Predictive 5 State test 44 0.57 American Indian/Alaskan Native
Predictive 5 State test 88 0.73 Asian/Pacific Islander
Predictive 5 State test 47 0.83 Black
Predictive 5 State test 321 0.67 Hispanic
Predictive 5 State test 1,521 0.69 White
Predictive 5 State test 86 0.59 Multi-Ethnic
Predictive 5 State test 391 0.71 SPED
Predictive 5 State test 74 0.56 ELL
Predictive 6 State test 56 0.75 American Indian/Alaskan Native
Predictive 6 State test 76 0.68 Asian/Pacific Islander
Predictive 6 State test 47 0.52 Black
Predictive 6 State test 240 0.68 Hispanic
Predictive 6 State test 1,466 0.68 White
Predictive 6 State test 69 0.76 Multi-Ethnic
Predictive 6 State test 361 0.65 SPED
Predictive 6 State test 70 0.49 ELL
Predictive 7 State test 32 0.59 American Indian/Alaskan Native
Predictive 7 State test 82 0.59 Asian/Pacific Islander
Predictive 7 State test 38 0.65 Black
Predictive 7 State test 257 0.69 Hispanic
Predictive 7 State test 1,338 0.66 White
Predictive 7 State test 77 0.72 Multi-Ethnic
Predictive 7 State test 299 0.66 SPED
Predictive 7 State test 56 0.33 ELL

For a full description of all analyses, see:

Saez, L. et al. (2010). Technical adequacy of the easyCBM reading measures (Grades 3-8), 2009-2010 version. (Technical Report #1005). Eugene, OR: Behavioral Research and Teaching.