Psychology in the Schools, Vol. 00(00), 2014 C  2014 Wiley Periodicals, Inc. View this article online at wileyonlinelibrary.com/journal/pits DOI: 10.1002/pits.21779 FORMATIVE, INFORMATIVE, AND SUMMATIVE ASSESSMENT: THE RELATIONSHIP AMONG CURRICULUM-BASED MEASUREMENT OF READING, CLASSROOM ENGAGEMENT, AND READING PERFORMANCE GWEN C. MARCHAND University of Nevada, Las Vegas CARRIE J. FURRER Portland State University This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and sum- mative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires about student engage- ment in academic tasks. These questionnaires were collected about the same time as fall CBM-R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM-R screening tests uniquely predicted student performance on year-end standardized read- ing tests. Profile analyses indicated that student engagement was associated with better read- ing performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. C  2014 Wiley Periodicals, Inc. As any teacher could attest, students differ widely in how they participate in school and the rate at which new academic skills are acquired. Teachers may also note that when supports for students are modified or content delivery is changed, students respond in unique ways; in some cases, the quality of student participation may improve or students may learn the material more quickly. Curriculum-based measurement of reading (CBM-R) has emerged as a common tool for assessing developing literacy skills (Fuchs & Fuchs, 1997), particularly among schools embracing Response to Intervention models for identifying students with disabilities and learning difficulties (Gresham, 2004). Formative assessments such as CBM-R are often used as benchmark screening tests, given several times a year, to monitor all students and identify those who may need more intensive intervention and instruction. Although the attainment of academic skills, such as those measured by CBM-R, is the express goal of the education system, they are rarely the only indicators of academic adjustment and student development of interest to educators. Extra-academic factors, such as student behavior, motivation, and social–emotional factors, have been shown to facilitate or undermine learning and student academic attainment (Benner, Graham, & Mistry, 2008; Mercer, Nellis, Martinez, & Kirk, 2011; Skinner & Pitzer, 2012). As such, teachers use a variety of sources of information about student adjustment, including both academic and extra-academic factors, to make decisions about classroom instruction and support. Educators make changes to instructional support, curriculum, school climate, classroom activities and other aspects of the educational context with the expectation that these modifications will lead to improved student literacy (Guthrie & Alao, 1997; Ostrosky, Gaffney, & Thomas, 2006). The extent to which assessments of extra-academic facilitators of learning, such as classroom engagement, are related to formative assessments of reading, and in turn, whether these different Correspondence to: Gwen C. Marchand, Lincy Assistant Professor of Education, Department of Educational Psychology and Higher Education, University of Nevada, 4505 Maryland Parkway, Box 453003, Las Vegas, NV 89154. E-mail: Gwen.Marchand@unlv.edu 1