Assessment for Effective Intervention current issue

From the Publications Director

Kipping, P. — 2008-08-08

From the New Editor

Burns, M. K. — 2008-08-08

Curriculum-Based Measurement for Mathematics: Introduction to the Special Series

Hosp, J. L. — 2008-08-08

Implications of Recent Research: Curriculum-Based Measurement of Math Computation

Christ, T. J., Scullin, S., Tolbize, A., Jiban, C. L. — 2008-08-08

Curriculum-based measurement of mathematics (CBM-M) comprises a set of procedures and instrumentation to assess the level and trend of student achievement in early mathematics. The purpose of this article is to review the recent research and psychometric evidence for CBM-M. Although recent developments in CBM-M include procedures to assess early numeracy and application problems, this review focuses exclusively on computation assessment. The results of this review provide evidence that CBM-M is sufficiently reliable and valid for some applications; however, interpretation must be informed by the context and the scope of assessment domain. Mathematics computation is a subdomain of mathematics curriculum and assessment, and therefore, the validity of CBM-M is limited by its construct representation (i.e., stimulus set and task demands). Nevertheless, the review provides support for ongoing development and use of CBM-M as both a general outcome measure and subskill mastery measure for computation. Implications for research and practice are discussed.

Establishing Technically Adequate Measures of Progress in Early Numeracy

Lembke, E. S., Foegen, A., Whittaker, T. A., Hampton, D. — 2008-08-08

The purpose of this study was to examine the use of three early numeracy measures to monitor the mathematics progress of students across time. One hundred and seven kindergarten and Grade 1 students were administered quantity discrimination, number identification, and missing-number measures once each month for 7 months. Alternate form reliability was adequate for instructional decision making, whereas criterion validity coefficients comparing the early numeracy measures to teacher judgment of student proficiency in mathematics and students' performance on a district-administered standardized test were lower than those observed in previous research. We used hierarchical linear modeling at each grade level to examine the ability of the three measures to model growth across time. All measures produced growth rates that were significant across time, for each grade level, with linear growth observed for the Number Identification measure only.

Examination of the Utility of Various Measures of Mathematics Proficiency

VanDerHeyden, A. M., Burns, M. K. — 2008-08-08

This article investigates the utility of various estimates of mathematics proficiency. The participants were 432 students in Grades 2 through 5. The delayed alternate form reliability of multiskill probes, retention probes, slopes of student growth, and trials to criterion were computed. The fluency probes were found to be both sufficiently reliable and significantly predicted proficiency on a group-administered accountability test. However, the trials to criterion and slope data were neither reliable nor significantly predictive. Finally, a receiver operating characteristic analysis was conducted to determine cut scores on the fluency probes for proficiency. Results found that 17 digits correct per minute for second- and third-grade students and 29 digits correct per minute for fourth and fifth graders demonstrated proficiency. These data resulted in overall correct classification estimates of .65 (second and third grades) and .73 (fourth and fifth grades).

A Curricular-Sampling Approach to Progress Monitoring: Mathematics Concepts and Applications

Fuchs, L. S., Fuchs, D., Zumeta, R. O. — 2008-08-08

Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence at the relevant grade level. The second approach is to systematically sample the year-long curriculum so that each skill is represented and receives the same emphasis on each alternate form. In this article, the systematic curriculum sampling approach is illustrated for monitoring progress in mathematics concepts and applications systems. A description of the system's components, background, and technical properties is provided. Then, a sample case explains how the CBM system can be used in a special education setting to monitor progress, plan instruction, and enhance communication.

Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know . . . What We Need to Know

Calhoon, M. B. — 2008-08-08

The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level. Encouragingly, a few CBM mathematics studies are beginning to emerge at the early (preschool through 1st grades) and middle school levels (6th through 8th grades); however, only one study exists on the use of CBM as an assessment tool for secondary-level mathematics courses. First, the author discusses the current mathematics predicament of secondary students with and without disabilities and their teachers. She then, within the different educational settings (general education, inclusion, resource, self-contained) available at the secondary level, discusses the types of CBM research (technical adequacy, instructional utility) needed.

Developing Progress Monitoring Measures for Secondary Mathematics: An Illustration in Algebra

Foegen, A., Olson, J. R., Impecoven-Lind, L. — 2008-08-08

Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabilities are participating in more advanced mathematics courses at the secondary level, including algebra and geometry. Unfortunately, there are few measures in existence specifically designed for these content areas. In this article, the authors describe the work of Project AAIMS (Algebra Assessment and Instruction: Meeting Standards), a federally supported effort to develop and validate progress monitoring measures in algebra. The authors' focus is on describing the process used and offering recommendations for professionals who wish to develop their own measures for secondary mathematics.

Curriculum-Based Evaluation and Math: An Overview

Kelley, B., Hosp, J. L., Howell, K. W. — 2008-08-08

Poor math performance is a major concern leading the current educational reform agenda. Many educational math critics are claiming a math crisis. Researchers and school personnel are trying to resolve this crisis. Some are looking at curriculum-based evaluation (CBE) as a process for solving this problem. CBE and curriculum-based measurement (CBM) are widely accepted validated tools for effectively yielding information necessary to make sound educational decisions. In this article, best practices in CBE and CBM are described as they pertain to math instruction. Specific steps of the CBE process are described as they pertain to math.