ERIC Number: EJ1069876
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 29
The Reliability of Randomly Generated Math Curriculum-Based Measurements
Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn; Malone, Patrick S.; Roberts, Jarod; Hall, John D.
Assessment for Effective Intervention, v40 n4 p247-253 Sep 2015
"Curriculum-Based Measurement" (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated "math curriculum-based measures" (M-CBMs). In this study, we examined the test-retest reliability and alternate-form reliability of four parallel, randomly generated M-CBMs designed to assess multiple arithmetic skills (addition, subtraction, multiplication, and division). The participants (N = 283 sixth-grade students) completed each M-CBM worksheet twice during a semester. According to our results, these M-CBMs have moderate test-retest and alternate-form reliability. Applying the Spearman-Brown Prophecy Formula revealed that aggregating M-CBMs increases the reliability of these measures to acceptable levels for progress monitoring (i.e., above .80).
Descriptors: Mathematics Curriculum, Curriculum Based Assessment, Test Reliability, Arithmetic, Addition, Subtraction, Multiplication, Grade 6, Worksheets, Progress Monitoring, Achievement Tests, Screening Tests, Program Validation
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A