Criterion Validity of Mathematics Curriculum-Based Measurement

by Giancarlo A. Anselmo

Institution: Indiana University of Pennsylvania
Year: 2015
Keywords: CBM ; Mathematics ; Validity
Record ID: 2060763
Full text PDF: http://hdl.handle.net/2069/2263


School districts across the United States are implementing or starting to implement Multi-Tiered Systems of Support (MTSS) to address both academics and behavior. Within this framework, valid instruments are needed to monitor both academic and behavioral progress. Curriculum-based measurement (CBM) can be a very powerful tool to universally screen students and provide a way to monitor academic progress. CBMs are generally short, fluency-based mini-assessments that provide formative data for educational planning and progress monitoring of instruction. While research has been completed in the area of reading CBM, there is a lack of evidence to support the use of mathematics CBM (M-CBM), especially at the secondary level. Research is needed to validate these instruments so they can be used for universal screening and progress monitoring (Hosp, Hosp, & Howell, 2007). M-CBM is one type of assessment that could help teachers improve monitoring of mathematics instruction and could also provide a way to identify students in need of further intervention (Eckert, Dunn, Codding, Begeny, & Kleinmann, 2006). In an effort to obtain data on the criterion validity of secondary M-CBM, screening data were compared to the North Carolina End-of-Grade Mathematics Test (NC EOG Math Test). Correlation coefficients were completed between AIMSweb Math Calculation CBM (M-COMP) and Math Concept and Applications M-CBM (M-CAP). M-COMP and M-CAP were both taken by students at the end of the 2011 - 2012 school year. Students also took the NC EOG Math Test during the same time frame. Correlations were also completed between the M-COMP and M-CAP taken in 2011 - 2012 to the NC EOG Math Test taken at the end of the 2012 - 2013 school year. Results of the study suggest that M-CAP has strong concurrent and predictive validity when the dependent measure is the NC EOG Math Test. The study also provides evidence that calculation skills, while important, do not have strong predictive strength, at the secondary level, when a state math assessment is the criterion. Finally, contrary to the hypothesis, concurrent validity coefficients are not higher than predictive coefficients. Implications related to the field of school psychology and recommendations for further research are discussed