Getting More From Your Maze: Examining Differences in Distractors

Conoyer, Sarah J.; Lembke, Erica S.; Hosp, John L.; Espin, Christine A.; Hosp, Michelle K.; Poch, Apryl L.

doi:10.1080/10573569.2016.1142913

Cited by 10 publications

(18 citation statements)

References 26 publications

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“…For example, existing test variations that purposely select the target word and distractors are a few ways that can increase comprehension demands (Gellert & Elbro, 2013). Note, however, that several attempts for revising the CBM-Maze test have been made already, but these have not led to significant improvements in capturing deep comprehension (Lembke et al, 2016). Thus, more work is needed in this direction.…”

Section: Discussionmentioning

confidence: 99%

What Does the CBM-Maze Test Measure?

Muijselaar

Kendeou

Jong

et al. 2017

Scientific Studies of Reading

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Section: Discussionmentioning

confidence: 99%

What Does the CBM-Maze Test Measure?

Muijselaar

Kendeou

Jong

et al. 2017

Scientific Studies of Reading

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“…McKenna and Miller (1980) found that syntactically correct distractors are more difficult for students to exclude in comparison to similar looking words. Meanwhile Conoyer et al (2017) found that tests using content-based and part of the speech-based distractors were similar.…”

Section: Distractorsmentioning

confidence: 99%

“…This includes multiple alternate test forms of equal difficulty, integration of several subskills (e.g., word recognition, syntactic parsing, and semantic integration). Because we adopt these established recommendations and combine them with CBM-Maze praxis (e.g., Brown-Chidsey et al, 2003;January and Ardoin, 2012;Conoyer et al, 2017), we hypothesize that our test will be invariant over student groups and measurement points.…”

Section: The Present Studymentioning

confidence: 99%

Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension

et al. 2018

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Reading comprehension at sentence level is a core component in the students' comprehension development, but there is a lack of comprehension assessments at the sentence level, which respect the theory of reading comprehension. In this article, a new web-based sentence-comprehension assessment for German primary school students is developed and evaluated using a curriculum-based measurement (CBM) framework. The test focuses on sentence level reading comprehension as an intermediary between word and text comprehension. The construction builds upon the theory of reading comprehension using CBM-Maze techniques. It is consistent on all tasks and contains different syntactic and semantic structures within the items. This paper presents the test development, a description of the item performance, an analysis of its factor structure, and tests of measurement invariance, and group comparisons (i.e., across gender, immigration background, over two measurement points, and the presence of special educational needs; SEN). Third grade students (n = 761) with and without SEN finished two CBM tests over 3 weeks. Results reveal that items had good technical adequacy, the constructed test is unidimensional, and it is valid for students both with and without SEN. Similarly, it is valid for both sexes, and results are valid across both measurement points. We discuss our method for creating a unidimensional test based on multiple item difficulties and make recommendations for future test construction.

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“…However, in order for the correlation between the two tests to be considered reliable, the sample size, the proportion ELLs, the proportion of students with learning disabilities and the time between administrations of CBM and state achievement tests should be taken into account (Yeo, 2010). Differences in maze with different selection criteria of distractors and different scoring types (correct answers and correct minus wrong answers), did not seem to affect degrees of reliability (Conoyer et al, 2017).…”

Section: Is the Maze Technically Adequate For Measuring Students' Gromentioning

confidence: 99%

“…Of course, in the above case, doubts are expressed as to whether the maze provides useful information in combination with other measurements (Ardoin et al, 2004). However, to be used as a screening tool, it would be better to extend the administration time or administer two maze texts, as it has been found that the longer the administration time is, the greater the reliability coefficients are (Chung et al, 2018;Conoyer et al, 2017).…”

Section: The Maze For Universal Screeningmentioning

confidence: 99%

Curriculum Based Measurement Maze: A Review

Tzivinikou¹,

Tsolis²,

Kagkara³

et al. 2020

PSYCH

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The maze is a type of assessment tool for reading in the context of Curriculum-Based Measurement (CBM). Over the last three decades, the maze, with the contribution of technology, is evolving into an assessment tool that can be automatically administered and scored. The objective of this study was to review the literature research on the maze. Sixty-three studies and other sources have been reviewed, and it was found that it is a technically adequate measurement for universal screening and monitoring progress and has a high correlation with reading achievement tests. Additionally, the maze seems to be a time-efficient and sensitive tool, included in most CBM tests. However, some significant issues emerging from the review need further investigation. These issues are related to the reading maze measures, its instructional utility as a progress-monitoring tool, and the determination of the maze's distractors.

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Getting More From Your Maze: Examining Differences in Distractors

Cited by 10 publications

References 26 publications

What Does the CBM-Maze Test Measure?

What Does the CBM-Maze Test Measure?

Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension

Curriculum Based Measurement Maze: A Review

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