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Assessment for Effective Intervention
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Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten

Rebecca S. Martinez

Indiana University

Kristen N. Missall

University of Kentucky

Suzanne Bamonto Graney

Rochester Institute of Technology

O. Tolga Aricak

Trakya University, Turkey

Ben Clarke

Pacific Institutes for Research, Instructional Research Group

The current study examines the technical adequacy of four Early Numeracy Curriculum-Based Measurement (EN-CBM) screening tasks: Oral Counting (OC), Number Identification (NI), Quantity Discrimination (QD), and Missing Number (MN). Results from 59 kindergarten students assessed in the fall and spring reveal moderate to high test—retest and delayed alternate-form reliability. In addition, data from the four measures demonstrate adequate concurrent and predictive validity by comparing them to an established measure of early numeracy. The measures demonstrated growth over time from the beginning to the end of kindergarten. Finally, combinations of the measures were evaluated post hoc, and the combination of NI, QD, and MN produced the highest reliability, validity, and rate of growth coefficients. Overall, results support the technical adequacy of EN-CBM for use with kindergarten-aged children.

Key Words: curriculum-based measurement • early math • numeracy • elementary

This version was published on March 1, 2009

Assessment for Effective Intervention, Vol. 34, No. 2, 116-125 (2009)
DOI: 10.1177/1534508408326204
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