Conceptual Replications of the Critical Content Monitoring General Outcome Measure in Science Content

Abstract

We conducted conceptual replications for an online-administered general outcome measure known as critical content monitoring in science. Totally, 547 Grades 4 to 6 students from a rural Louisiana school district participated. Research questions addressed criterion validity, diagnostic accuracy, growth, and social validity concerns. Criterion measures included science and reading/literacy subtests from a state accountability test and a nationally standardized test. Findings indicated moderate to strong concurrent and predictive criterion validity correlations for the overall scores, fair diagnostic accuracy statistics for fall and winter and moderate for spring benchmark scores, variable growth scores across grades, and favorable social validity comments from teachers. Study limitations were listed. Research and practice implications were discussed.