Review of curriculum-based measurement in mathematics: An update and extension of the literature

Nelson, Gena; Kiss, Allyson J.; Codding, Robin S.; McKevett, Nicole M.; Schmitt, Johna F.; Park, Soyoung; Romero, Mónica E.; Hwang, Jiyung

doi:10.1016/j.jsp.2022.12.001

Cited by 7 publications

(4 citation statements)

References 110 publications

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Section: Discussionmentioning

confidence: 80%

“…The results of the present study are like those reported in previous research. G. Nelson et al (2023) reported similar (but slightly lower median) A values for quantity discrimination, numeral identification, and missing number (Mdn range = .71-79) across 10 different PreK-Grade 1 studies. Publishers of the NSB reported similar A values (.78-.88) as the current results, when examining how kindergarten scores on the NSB predicted failure on a Grade 3 state test (Jordan et al, 2010).…”

Section: One-stage Screening In Kindergarten Mathematicsmentioning

confidence: 81%

“…Measures used for universal screening in kindergarten mathematics focus on foundational skills in whole number understanding, such as counting, identifying numbers in a sequence, identifying numerals, and discriminating quantities (Gersten et al, 2012; G. Nelson et al, 2023).…”

Section: Interpreting Screening Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating a gated screening approach for identifying risk in kindergarten mathematics.

Nelson,

Kosty,

Turtura

et al. 2024

School Psychology

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Section: Discussionmentioning

confidence: 80%

Section: One-stage Screening In Kindergarten Mathematicsmentioning

confidence: 81%

See 1 more Smart Citation

Evaluating a gated screening approach for identifying risk in kindergarten mathematics.

Nelson,

Kosty,

Turtura

et al. 2024

School Psychology

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“…As with reading, math is a skill that is essential for success in life. In parallel to reading CBM, math CBM has been developed to assess computation e.g., [30], with the majority of research and development focused on the primary school level [31]. Math CBM is conducted by having students answer computational problems for a certain amount of time (e.g., 2 min; [32]).…”

Section: Different Content Domainsmentioning

confidence: 99%

A Gender Bias in Curriculum-Based Measurement across Content Domains: Insights from a German Study

Klapproth,

Lippe

2024

Education Sciences

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By immediately responding to achievement progress data, teachers can improve students’ performance by using curriculum-based measurement. However, there are studies showing that teachers are prone to make biased judgments about the students providing the data. The present investigation experimentally examined whether pre-service teachers in Germany were biased by the use of gender stereotypes when judging students’ achievement derived from progress data. N = 100 pre-service teachers received graphs that depicted the development of either oral reading fluency or math achievement of girls and boys over a time interval of 11 weeks. The results obtained confirmed the hypotheses partially. The participants did not favor girls over boys on average. However, they judged achievement in reading to be higher for girls than for boys, and math achievement to be higher for boys than for girls. The results suggest that gender stereotypes (boys are good at math, girls are good at reading) are still prevalent in pre-service teachers.

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Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

Outhwaite,

Aunio,

Leung

et al. 2024

Educ Psychol Rev

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Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to (i) assess children’s mathematical skills and (ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0–8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 41 mathematical assessments and 25 screeners were identified. Our study revealed five main findings. Firstly, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. Secondly, the majority of the identified measurement tools have not been evaluated for aspects of reliability and validity most relevant to education measures, and only 15 measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Thirdly, only four screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Fourthly, only one mathematical assessment and one screener met the common acceptability threshold for predictive validity. Finally, only 11 mathematical assessments and one screener were found to concurrently align with other validated measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.

show abstract

Review of curriculum-based measurement in mathematics: An update and extension of the literature

Cited by 7 publications

References 110 publications

Evaluating a gated screening approach for identifying risk in kindergarten mathematics.

Evaluating a gated screening approach for identifying risk in kindergarten mathematics.

A Gender Bias in Curriculum-Based Measurement across Content Domains: Insights from a German Study

Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners

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