The Reliability of Randomly Generated Math Curriculum-Based Measurements

被引：10
|
作者：
Strait, Gerald G. [1 ]
Smith, Bradley H. [2 ]
Pender, Carolyn [3 ]
Malone, Patrick S. [3 ]
Roberts, Jarod [1 ]
Hall, John D. [1 ]
机构：
[1] Arkansas State Univ, Jonesboro, AR USA
[2] Univ Houston, Houston, TX 77004 USA
[3] Univ South Carolina, Columbia, SC 29208 USA
来源：
ASSESSMENT FOR EFFECTIVE INTERVENTION | 2015年 / 40卷 / 04期
关键词：
math; curriculum-based assessment; curriculum-based measurement;
D O I：
10.1177/1534508415588075
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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).
引用
收藏
页码：247 / 253
页数：7
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