Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision. (December 2018)

• Record Type: Journal Article
• Authors: Strait, Gerald G.; Smith, Bradley H.; McQuillin, Samuel D.
• Is Part Of: Assessment for effective intervention. Volume 44:Number 1(2018)
• Page Start: 58
• Page End: 64
• Publication Date: 2018-12
• Subjects: Curriculum-Based Measurement -- math -- screening/benchmarking; Educational tests and measurements -- Periodicals; Special education -- Periodicals; 371.2605
• DOI: 10.1177/1534508418761231
• Languages: English
• ISSNs: 1534-5084

Abstract

Approximately, 283 sixth-grade students completed four randomly generated Math Curriculum–Based Measures (M-CBMs) frominterventioncentral.org twice during a fall semester. These M-CBMs measured foundational skills in addition, subtraction, multiplication, and division. We found that using mean fluency or accuracy scores from four M-CBMs produced more reliable test–retest estimates (e.g., r = .86–.88) in comparison with using individual scores (e.g., r = .55–.73). We also found that aggregated (mean or median) and individual M-CBM scores were strongly correlated (e.g., r = .82–.85) with the Palmetto Achievement Challenge Test (PACT) math section, an annual state standardized test. However, only aggregated M-CBMs produced efficient cut scores useful in detecting students who would pass or fail the PACT.