University of Oregon

Current Research Projects

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

Inner-Rater Reliability Study (Oregon Extended Assessment/ORExt)

Date: Spring 2018

Behavioral Research & Teaching plans to observe a sample of Oregon’s Qualified Assessors (QAs) who administer the paper/pencil version of the Oregon Extended Assessment (ORExt) to determine reliability of administration and scoring. We will not include the tablet administration or the Oregon Observational Rating Assessment (ORora). The study will be conducted in two manners:

  1. QTs in each district will observe an assigned sample of their respective QAs using the observation protocol.
  2. Expert reviewers from ODE and/or Behavioral Research & Teaching (BRT) will observe district-level QTs/QAs who give the assessment in more than one school/district.

The observation protocol will be completed for the identified QA, but the student(s) and content area(s) observed will be selected by the QT or QA. BRT researchers will contact district-level QTs prior to the test window, which runs from February 15 – April 26, 2018, to arrange multiple observations that can hopefully be completed within one school day.

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.

Computerized Oral Reading Evaluation (CORE)

Date: 2014-2019

Traditional oral reading fluency assessments are quite useful in predicting students’ general reading proficiency, and although it only takes a couple minutes to assess one student, it requires a lot time and resources assess an entire classroom or school because each student is tested individually. CORE would help solve this problem by containing an automated speech recognition engine that scores students’ oral reading so that many students can be tested at once. In addition, CORE uses an advanced psychometric model to overcome some of the inadequacies of traditional oral reading assessments. The purpose of CORE is to help alleviate the resource demands of one-to-one testing administration, increase the reliability of fluency scores, and reduce instructional time lost to testing for both teachers and students. view more

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.