Criterion‐related validity of two curriculum‐based measures of mathematical skill in relation to reading comprehension in secondary students

Abstract

This study analyzed the relationship between benchmark scores from two curriculum-based measurement probes in mathematics (M-CBM) and student performance on a state-mandated high-stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterionrelated and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills.Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. 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. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high-stakes test, suggesting that it may have limitations as a universal screening measure for secondary students.

To Screen or not to Screen: Criterion-Related Validity of Math and Reading Curriculum-Based Measurement in Relation to High-Stakes Math Scores

“…These results were unexpected, given that COMP fluency is essential to perform grade appropriate math tasks successfully. While unexpected, this finding is consistent with findings from Anselmo et al (2017), which demonstrated similar results with a sample of seventh-grade students.…”

“…High-stakes math tests at all levels are affected by students' reading abilities due to how questions are presented (Jordan et al, 2002). Scores on such assessments appear to be the result of abilities including but not limited to COMP proficiency, reasoning skills, and overall reading competency (Anselmo et al, 2017). These findings are also consistent with previous research that suggests when reading ability was part of a prediction model, prediction accuracy increased significantly, suggesting that reading is an essential part of math ability (Thurber, Shinn, & Smolkowski, 2002).…”

“…The author found moderate correlations between ORF (rs = .49-.55) and the mathematics portion of the Illinois State Achievement Test. Anselmo, Yarbrough, Kovaleski, and Tran (2017) also found positive correlations between MAZE (rs = .30-.34) passages and the North Carolina End of Grade assessment for math with a sample of seventh graders.…”

Is Reading Comprehension Associated With Mathematics Skills: A Meta-Analysis Research

“…However, some studies (e.g., Swanson, 2004;Bullen et al, 2020) show that there is a greater relationship between reading comprehension and arithmetic skills than problem-solving. Moreover, arithmetic skills, spatial skills, logical reasoning, and problem-solving (Harlaar et al, 2012;Cantin et al, 2016;Anselmo et al, 2017;Kikas et al, 2020) showed comparable relationships with reading comprehension. Therefore, the relationship between the components of mathematics skills and reading comprehension remains controversial, and the results of studies in the literature are also inconsistent.…”

Evaluating aimswebPlus math as a universal screening measure in upper elementary and middle school.

“…There is a relatively large body of evidence demonstrating the predictive relationships between student performance on math CBMs and criterion measures of math achievement. Much of this evidence comes from correlations between math CBMs and statewide achievement tests (Anselmo et al, 2017;Codding et al, 2015Codding et al, , 2016. Educators typically use screening tools to make decisions about students (e.g., identifying need for supplemental intervention).…”