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ERIC Number: EJ788269
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: Author
Reference Count: 28
ISSN: ISSN-0279-6015
Curriculum-Based Measurement Procedures to Develop Multiple-Skill Mathematics Computation Probes: Evaluation of Random and Stratified Stimulus-Set Arrangements
Christ, Theodore J.; Vining, Odell
School Psychology Review, v35 n3 p400-387 2006
Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent multiple-skill M-CBM computation probes. Researchers compared two probe construction techniques: randomized stimulus-set arrangement and stratified stimulus-set arrangement. The results of repeated multiple-skill M-CBMs that were administered to students within five primary grades (N = 219) suggest that stratified construction of multiple-skill M-CBM computation probes is likely to yield more generalizable and dependable measurement outcomes. This result was especially robust within the upper primary grades. The convergence of these findings with previous research is discussed along with implications for practice and future research. (Contains 1 figure and 4 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A