Precision of Single-Skill Math CBM Time-Series Data: The Effect of Probe Stratification and Set Size. (27th December 2019)

• Record Type: Journal Article
• Authors: Solomon, Benjamin G.; Payne, Lexy L.; Campana, Kayla V.; Marr, Erin A.; Battista, Carmela; Silva, Alex; Dawes, Jillian M.
• Is Part Of: Journal of psychoeducational assessment. Volume 38:Number 6(2020)
• Page Start: 724
• Page End: 739
• Publication Date: 2019-12-27
• Subjects: reliability -- measurement -- curriculum-based assessment -- education assessment -- elementary education/childhood -- mathematics -- longitudinal -- response to intervention (RTI)/multi-tiered system of supports (MTSS); Ability -- Testing -- Periodicals; Educational tests and measurements -- Periodicals; 371.713
• DOI: 10.1177/0734282919894096
• Languages: English
• ISSNs: 0734-2829

Abstract

Comparatively little research exists on single-skill math (SSM) curriculum-based measurements (CBMs) for the purpose of monitoring growth, as may be done in practice or when monitoring intervention effectiveness within group or single-case research. Therefore, we examined a common variant of SSM-CBM: 1 digit × 1 digit multiplication. Reflecting how such measures are often used in contemporary research and practice, we examined the comparative reliability of three representative SSM-CBM set sizes of 8, 16, and 32 unique problems. In a separate study, we investigated the possible benefit of stratifying problems within operation and probe relative to random assignment. Findings suggest that SSM-CBM slope reliability benefits from explicit stratification and that set size is a relevant consideration. Implications for the selection and interpretation of SSM-CBMs when engaging in practice and research are discussed.