Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures?. (June 2015)

• Record Type: Journal Article
• Authors: Sisco-Taylor, Dennis; Fung, Wenson; Swanson, H. Lee
• Is Part Of: Assessment for effective intervention. Volume 40:Number 3(2015)
• Page Start: 131
• Page End: 142
• Publication Date: 2015-06
• Subjects: curriculum-based assessment -- diagnostic/analytic -- math; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508414556504
• Languages: English
• ISSNs: 1534-5084

Abstract

This study examined whether curriculum-based measures (CBMs) of math word-problem contributed unique variance in predictions of performance on high-stakes tests, beyond the contribution of calculation and reading skills. CBMs were administered to a representative sample of 142 third-grade students at three time points. Results indicate that problem-solving CBMs uniquely predicted a problem-solving composite measure and the California Standardized and Reporting test, and were able to discriminate students at risk and not at risk for math difficulties. Implications for practice are discussed.