NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866533
Record Type: Journal
Publication Date: 2010-Feb
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4405
EISSN: N/A
Curriculum-Based Measurement of Math Problem Solving: A Methodology and Rationale for Establishing Equivalence of Scores
Montague, Marjorie; Penfield, Randall D.; Enders, Craig; Huang, Jia
Journal of School Psychology, v48 n1 p39-52 Feb 2010
The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided. (Contains 2 figures and 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070206