Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics. (April 2023)

• Record Type: Journal Article
• Authors: VanDerHeyden, Amanda M.; Codding, Robin; Solomon, Benjamin G.
• Is Part Of: Remedial and special education. Volume 44:Number 2(2023)
• Page Start: 91
• Page End: 101
• Publication Date: 2023-04
• Subjects: curriculum-based -- assessment -- mathematics -- curriculum-based measurement; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/07419325221079851
• Languages: English
• ISSNs: 0741-9325

Abstract

Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes ( N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis.