FAST: CBMReading Spanish

Spanish

Rating Summary

Classification Accuracyhalf bubble
GeneralizabilityModerate Low
Reliabilityfull bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time1-5 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

The Formative Assessment System for Teachers™ (FAST) is online software that requires no hardware or special add-ons. FAST is supported by an extensive set of materials to support teachers and students, including self-directed training modules that allow teachers to become certified to administer each of the FAST assessments. The entire FAST assessment package (i.e., reading, math, behavior, and on-line training) is provided at an annual flat rate of $6 per student.

Testers will require less than 1 hour of training.

Paraprofessionals can administer the test.

Where to Obtain:  http://www.fastbridge.org/

Address:

FastBridge Learning
520 Nicollet Mall, Suite 910
Minneapolis, MN 55402-1057

Phone: 612-254-2534

Websitehttp://www.fastbridge.org/

Training materials are included in the cost of the tool.  Additional, optional on-site and webinar-based training services are available for a fee.

Ongoing technical support is available by calling 612-424-3710 or emailing fast1@umn.edu

CBMReading-S (Spanish) is a particular version of Curriculum Based Measurement of Oral Reading fluency (CBM-R), which was originally developed to index the level and rate of reading achievement. The tool is an assessment for use to screen and monitor student progress in reading competency in primary grades (1-6). Students read aloud for one minute from grade – or instructional- level passages. The words read correct per minute (WRCM) functions as an indicator of a reading health and a sensitive indicator of intervention effects. CBMReading-S includes standardized administration and scoring procedures along with proprietary instrumentation, which was designed and developed to optimize the consistency of data collected across progress monitoring occasions.   

The tool is intended for use in grades 1-6 or with ages 5-10+.

Administration is computerized and is 1-5 minutes per student. Scoring is done automatically within the software and does not require any additional time.

There are 3 passages available for universal screening (Grades 1-6) and 20 alternate forms per grade level (Grades 1-5) for frequent progress monitoring.

Available scores include: raw scores, local through national percentile scores, local through national growth norms, developmental benchmarks and cut points, accuracy rates and error analysis.

 

Classification Accuracy

Classification Accuracy in Predicting Proficiency on Apprenda-3 (Spring)

 

15th percentile

40th percentile

1st

Grade

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

n

86

86

41

59

54

55

False Positive Rate

0.91

0.78

0.13

0.21

0.38

0.57

False Negative Rate

0.74

0.35

0.15

0.35

0.18

0.24

Sensitivity

0.26

0.65

0.85

0.65

0.82

0.76

Specificity

0.09

0.22

0.88

0.79

0.62

0.43

Positive Predictive Power

0.14

0.42

0.97

0.71

0.77

0.68

Negative Predictive Power

0.18

0.42

0.58

0.74

0.68

0.53

Overall Classification Rate

0.15

0.42

0.85

0.73

0.74

0.64

AUC (ROC)

0.77

0.84

0.89

0.81

0.78

0.72

Base Rate

0.36

0.47

0.80

0.44

0.61

0.62

Cut Points:

33

40

72

66

111

120

At 90% Sensitivity, Specificity equals

 

0.62

0.38

0.30

0.38

0.24

At 80% Sensitivity, Specificity equals

 

0.72

1.00

0.52

0.62

0.38

At 70% Sensitivity, Specificity equals

0.63

0.72

1.00

0.72

0.73

0.52

Generalizability

Description of study sample:

·         Number of States: 1

·         Size: 247

·         Regions: 1

·         Gender

o   43% Male

o   67% Female

·         Race/Ethnicity:

o   71% White, Non-Hispanic

o   0% American Indian/Alaska Native

o   10% Black, Non-Hispanic

o   5% Asian, Pacific Islander

o   14% Hispanic

·         Disability status: 7% IEP/Special Education

·         Language proficiency status: 1% LEP

Reliability

Type of Reliability

Age or Grade

n (range)

Coefficient

 

SEM

Information (including normative data) / Subjects

Delayed Test-Retest

Grade 2

 

~12 Week Delay

[Fall to Winter]

N = 258

0.89 (95% CI = 0.86 - 0.91)

-

Data drawn from 3 schools in Minnesota

 

Grade 3

 

~12 Week Delay

[Fall to Winter]

N = 268

0.91 (95% CI = 0.89 - 0.93)

-

Data drawn from 3 schools in Minnesota

 

Grade 4

~12 Week Delay [Fall to Winter]

N = 243

0.76 (95% CI = 0.70 - 0.81)

-

Data drawn from 3 schools in Minnesota

 

Grade 5

~12 Week Delay [Fall to Winter]

N = 232

0.92 (95% CI = 0.90 - 0.94)

-

Data drawn from 3 schools in Minnesota

 

Grade 1

~32 Week Delay [Fall to Spring]

N = 134

0.89 (95% CI = 0.85 - 0.92)

-

Data drawn from 3 schools in Minnesota

 

Grade 2

~ 32 Week Delay [Fall to Spring]

N = 256

0.85 (95% CI = 0.81 - 0.88)

-

Data drawn from 3 schools in Minnesota

 

Grade 3

~32 Week Delay [Fall to Spring]

N = 258

0.86 (95% CI = 0.82 - 0.89)

-

Data drawn from 3 schools in Minnesota

 

Grade 4

~32 Week Delay [Fall to Spring]

N = 248

0.84 (95% CI = 0.80 - 0.88)

-

Data drawn from 3 schools in Minnesota

 

Grade 5

~32 Week Delay [Fall to Spring]

N = 232

0.89 (95% CI = 0.86 - 0.92)

-

Data drawn from 3 schools in Minnesota

Alternate Forms

 

Grade 2

0 Week Delay

N = 89

0.96 (0.94 - 0.98)

Mdn = 3.54

0 -15.56

Data drawn from 3 schools in Minnesota

 

Grade 3

0 Week Delay

N = 80

0.90 (0.85 - 0.94)

Mdn = 5.30

0 – 15.00

Data drawn from 3 schools in Minnesota

 

Grade 4

0 Week Delay

N = 92

0.89 (0.84 - 0.93)

Mdn = 8.49

.71 – 28.28

Data drawn from 3 schools in Minnesota

 

Grade 5

0 Week Delay

N = 80

0.83 (0.75 - 0.89)

Mdn = 5.30

0 – 40.30

Data drawn from 3 schools in Minnesota

Coefficient alpha

Grade 1

Form 1: N = 138

 

Form 2: N = 135

 

Form 3: N = 135

Form 1:

0.97 for first 53 words

0.98 for first 82 words

0.98 for first 111 words

 

Form 2:

0.97 for first 51 words

0.98 for first 79 words

0.98 for first 108 words

 

Form 3:

0.97 for first 56 words

0.98 for first 84 words

0.99 for first 111 words

-

 

 

Grade 2

N = 213 for all 3 forms

Form 1:

0.84 for first 71 words

0.92 for first 95 words

0.95 for first 120 words

 

Form 2:

0.96 for first 73 words

0.97 for first 97 words

0.98 for first 121 words

 

Form 3:

0.96 for first 78 words

0.98 for first 104 words

0.98 for first 130 words

-

 

 

Grade 3

Form 1: N = 206

 

Form 2: N = 203

 

Form 3: N = 202

Form 1:

0.97 for first 74 words

0.98 for first 99 words

0.98 for first 125 words

 

Form 2:

0.97 for first 73 words

0.97 for first 98 words

0.98 for first 123 words

 

Form 3:

0.97 for first 80 words

0.97 for first 104 words

0.98 for first 127 words

-

 

 

Grade 4

Form 1: N = 194

 

Form 2: N = 195

 

Form 3: N = 194

Form 1:

0.96 for first 91 words

0.98 for first 116 words

0.98 for first 142 words

 

Form 2:

0.95 for first 102 words

0.97 for first 125 words

0.98 for first 149 words

 

Form 3:

0.96 for first 108 words

0.97 for first 132 words

0.98 for first 155 words

-

 

Split-half

Grade 1

N = 138

Form 1:

0.99 for first 53 words

0.99 for first 82 words

0.99 for first 111 words

 

Form 2:

0.98 for first 51 words

0.99 for first 79 words

0.99 for first 108 words

 

Form 3:

0.99 for first 56 words

0.99 for first 84 words

0.99 for first 111 words

-

 

 

Grade 2

N = 213 for all 3 forms

Form 1:

0.92 for first 71 words

0.97 for first 95 words

0.98 for first 120 words

 

Form 2:

0.99 for first 73 words

0.99 for first 97 words

0.99 for first 121 words

 

Form 3:

0.99 for first 78 words

0.99 for first 104 words

0.99 for first 130 words

-

 

 

Grade 3

Form 1: N = 206

 

Form 2: N = 203

 

Form 3: N = 202

Form 1:

0.99 for first 74 words

0.99 for first 99 words

0.99 for first 125 words

 

Form 2:

0.99 for first 73 words

0.99 for first 98 words

0.99 for first 123 words

 

Form 3:

0.99 for first 80 words

0.99 for first 104 words

0.99 for first 127 words

-

 

 

Grade 4

 

Form 1:

0.99 for first 91 words

0.99 for first 116 words

0.99 for first 142 words

 

Form 2:

0.99 for first 102 words

0.99 for first 125 words

0.99 for first 149 words

 

Form 3:

0.99 for first 108 words

0.99 for first 132 words

0.99 for first 155 words

-

 

 

To further support evidence of internal consistency across CBMReading forms, the following table provides student accuracy data. The mean and standard deviation for student accuracy is provided for each form at grade levels one through four. Since accuracy is high, internal consistency is also likely to be high.

 

n

Grade

CBMR Form

M Accuracy

SD Accuracy

 

138

1

1

0.98

0.05

135

1

2

0.97

0.06

135

1

3

0.98

0.04

213

2

1

0.99

0.02

213

2

2

0.99

0.02

213

2

3

0.99

0.02

206

3

1

0.99

0.03

203

3

2

0.99

0.03

202

3

3

0.99

0.03

194

4

1

0.99

0.02

195

4

2

1.0

0.01

194

4

3

1.0

0.01

Note. M = Mean; SD = Standard Deviation.

 

Internal consistency measures, such as alpha or split-half reliability, are inflated on timed measures because of the high percentage of incomplete items at the end of the assessment, which are those for which examinees did not respond (Crocker & Algina, 1986). As a solution to both illustrate the potential inflation and also reduce it, estimates of internal consistency (reliability) were run on the items completed by approximately 16% of students, the items completed by 50% of students, and the items completed by approximately 84% of students. Items not completed were coded as incorrect. 

 

Validity

Type of Validity

Age or Grade

Test or Criterion

n (range)

Coefficient

 

Information (including normative data) / Subjects

Predictive

Grade 2

Aprenda 3

~32 Week Delay

N = 41

0.71 (95% CI = 0.51 - 0.83)

Data drawn from 3 schools in Minnesota

 

Grade 3

 

~32 Week Delay

N = 60

0.64 (95% CI = 0.46 - 0.77)

 

 

Grade 4

 

~32 Week Delay

N = 54

0.40 (95% CI = 0.15 - 0.61)

 

 

Grade 5

 

~32 Week Delay

N = 56

0.54 (95% CI = 0.32 - 0.70)

 

 

Grade 1

 

~20 Week Delay

N = 39

0.70 (95% CI = 0.49 -0.83)

 

 

Grade 2

 

~20 Week Delay

N = 41

0.75 (95% CI = 0.58 - 0.86)

 

 

Grade 3

 

~20 Week Delay

N = 60

0.69 (95% CI = 0.53 - 0.80)

 

 

Grade 4

 

~20 Week Delay

N = 54

0.38 (95% CI = 0.13 - 0.59)

 

 

Grade 5

 

~20 Week Delay

N = 56

0.50 (95% CI = 0.27 - 0.68)

 

Concurrent

Grade 1

Aprenda 3

N = 39

0.73 (95% CI = 0.53 - 0.85)

 

 

Grade 2

 

N =41

0.80 (95% CI = 0.65 - 0.89)

 

 

Grade 3

 

N = 60

0.72 (95% CI = 0.57 - 0.82)

 

 

Grade 4

 

N = 54

0.45 (95% CI = 0.20 - 0.64)

 

 

Grade 5

 

N = 55

0.42 (95% CI = 0.16 - 0.61)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Other forms of validity: 

Construct and content validity depend substantially on the development and selection of stimuli. See below for a description of the content.

 

Item Specifications

Language was selected that was free of bias, slang, jargon, and metaphors. Language was avoided that limited its use to a particular Spanish or Latin dialect. For example, in Argentina the word for sweatshirt is buzo; however, in Costa Rica the same word means sweatpants whereas in Guatemala, it means someone who is very good at doing something. Therefore, words like buzo were avoided in the stories.  

A balance of typical cohesive elements with simple punctuation was used. Accent marks were allowed, however use of umlauts or other infrequent punctuation were not allowed. In general, the stories were developed to have appropriate sound and flow for the target age group (i.e., no choppy-sounding sentences) to emphasize word attack skills (i.e., varied word use that was not poetic or repetitious in word and phrase use). Guidelines for paragraph and sentence structure are outlined in the table below.

 

Specification for word use in development CBMReading Spanish passages.

 

 

Level 1

Level 2

Level 3

Word structures to use

USE ONLY the following structures:

CVC (son)

CVV (muy)

CVCV (mesa)

CVCVCV

VCV (ese)

VC (el)

Any

Any

Syllable specifications

-ONLY use Words with up-to 3 syllables.

-Use only one word per sentence that has a syllable that ends with a consonant  (puen/te)

-EXCEPTION: Can use these word types if they are also on the high frequency word list (don/de). Do not count words that end in -os or -as as closed-syllable words.

-No restrictions on accent use.

Words with any number/type of syllables can be used.

 

 

Accent use RESTRICTION:

Words with 1-3 syllables can have accent marks (words w/ 4 or more syllables = NO accent marks)

Words with any number/type of syllables can be used.

 

 

No restrictions on accent use.

Punctuation allowed

Accent marks & periods

Accent marks, periods, & commas

Accent marks, periods, & commas

Letter Blends

-Okay to use l-blends such as bl, cl, & fl.

Use r-blends sparingly such as br, fr, & tr. [i.e., no more than once per paragraph].

Any

Any

High Frequency Words (HFW)

Any word from the first 100 HFWs in Appendix H

Any word from the first 300 HFWs in Appendix H

Any word from the first 300 HFWs in Appendix H

 

Sentence and paragraph structure for CBMReading Spanish

 

 

Level 1

Level 2

Level 3

Total words

150-250

250-375

260-375

Total paragraphs

3-4

3-4

3-4

Words/Sentence

4-9

8-14

9-14 +

2nd or 3rd sentence = 15-24 words.

Sentences/Paragraph

Average: 12

Range: 7-15

Average: 4

Range: 3-7

Average: 4

Range: 3-7

Balance

# words/sentence & sentence/paragraph varied across the story to result in an appropriate # of total words.