University of Oregon

Current Research Projects

Modeling Growth for Students who Participate in AA-AAS ( Alternate Assessment based on Alternate Achievement Standards)

Date: Current

Dan Farley is currently researching the prerequisites for modeling the magnitude of academic growth for students with significant cognitive disabilities (SWSCDs) who participate in alternate assessments based on alternate achievement standards (AA-AAS). Modeling the magnitude of growth presents many measurement challenges, such as the need for a common scale and missing data, even in general education statewide assessment contexts. Modeling growth for students who participate in AA-AAS is even more complex because of small sample sizes and population heterogeneity, among other factors. His research includes a literature synthesis, as well as multilevel modeling techniques to determine what the prerequisites for measuring growth, what typical growth for SWSCDs looks like, and what covariates affect growth estimates. It is hoped that the research findings will help support states attempting to implement growth-based accountability systems using AA-AAS results.

Spanish Language Vocabulary Pilot Study (easyCBM)

Date: 2016 Grades: 2-12

In response to requests from educators, we have begun work on adding Spanish-language vocabulary assessments to the measures available on the easyCBM Deluxe and District editions. A crucial step is gathering empirical data on how the newly-written vocabulary items work with students in selected grades.

Behavioral Research and Teaching will be conducting a study in the spring and fall of 2016 where Native Spanish Speakers in grades 2-12 will take a series of Spanish language vocabulary items on a secure online item piloting website. No identifying information will be collected about the students participating in the study, although teachers who participate and who want to receive a free one-year subscription to the easyCBM Deluxe Edition will need to provide their contact information (email, school, and state). If you are interested in participating in the study, please contact Julie Alonzo at jalonzo@uoregon.edu.

iPad/Tablet Administration Pilot Study (Oregon Extended Assessment)

Date: Spring 2016

The Oregon Extended Assessment was redesigned in the 2014-15 school year in order to develop a vertical scale that would support modeling of academic growth for students with significant cognitive disabilities. The test design was also structured to support future tablet administrations.

Behavioral Research & Teaching will be conducting a study in the spring of 2016 where students who take the ORExt will participate in the assessment in the typical format (paper/pencil), will wait approximately two weeks, and then take a tablet administration of the same assessments. The focus of the study will primarily be teacher and researcher observations of the student/tablet interactions to ensure that the tablet administration is not introducing construct irrelevant variance. The comparability of scores between the two administrations will also be reviewed. Please contact Dan Farley at dfarley@uoregon.edu if you are interested in participating in the study.

Computerized Oral Reading Evaluation (CORE)

Date: 2015-2016

There are several problems with current assessments of passage reading fluency (PRF): (a) high cost of implementation in a one-to-one administration setting; (b) passages equivalence; and (c) large measurement error. These influence the instructional decisions based on PRF scores. This study is important because it could help provide more accurate PRF scores, reduce instructional time lost to testing saving school resources, and improve instructional decisions. view more

Project ICEBERG

Pre-K and K-2015-2020

Project Iceberg (Intensifying Cognition, Early literacy, and Behavior for Exceptional Reading Growth) aims to enhance early learning data-based decision-making for preventing reading disabilities in preschool and kindergarten classrooms. Our primary goal is to build tablet-based resources and products for helping teachers effectively address children’s identified early risk for reading difficulties. view more