The Reliability of Randomly Generated Math Curriculum-Based Measurements

Strait, Gerald G.; Smith, Bradley H.; Pender, Carolyn A. S.; Malone, Patrick S.; Roberts, Jarod; Hall, Julie

doi:10.1177/1534508415588075

Cited by 10 publications

(27 citation statements)

References 14 publications

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“…We refer to each individual M-CBMs as Form A, B, C, or D. For aggregated scores, we calculated the mean and median fluency and accuracy scores from the first four administrations of the M-CBMs (i.e., Wave 1) and the last four administrations of the M-CBMs (i.e., Wave 2). Strait et al (2015) predicted that averaging two to four M-CBM fluency or accuracy scores should create a single score with acceptable test-retest reliability (i.e., exceeding r = .80). However, disaggregated scores fell below acceptable levels of test-retest and alternate-form reliability (i.e., below .80).…”

Section: M-cbmsmentioning

confidence: 99%

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Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision

Strait

Smith

McQuillin

2018

Assessment for Effective Intervention

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Interventioncentral.org receives more than a million visits a year (Strait et al., 2015). One of its most commonly used resources-receiving more than 100,000 visits-is the math worksheet generator. On their web page content area, Curriculum-Based Measurement (CBM) Warehouse, interventioncentral.org advertises the math worksheet generator as an online CBM application (Intervention Central, 2017; see http://www.interventioncentral.org/curriculum-basedmeasurement-reading-math-assesment-tests). In general, CBMs are brief and standardized skill-based measures that correspond to an entire curriculum (Deno, 2003; Foegen & Deno, 2001). Given their brevity, CBMs are used to measure students' response to interventions and identify students in need of intervention (Hosp, Hosp, & Howell, 2016; Shapiro, 2011). Recently, Strait and colleagues (2015) evaluated the reliability of randomly generated math-CBMs (M-CBMs) from interventioncentral.org's math worksheet generator. The M-CBMs corresponded with a remedial math intervention curriculum for sixth-grade students with skill deficits in addition, subtraction, multiplication, and division. Strait and colleagues reported that aggregating (averaging) two to three randomly generated M-CBMs created a single reliable (i.e., test-retest reliability) score greater than >.80, whereas averaging four resulted in reliability estimates exceeding .90 (Strait, 2008). Unfortunately, having to give multiple M-CBMs to obtain a single reliable score (i.e., >.80) is inefficient and decreases the measure's functionality as a progress-monitoring tool-challenging the categorization of these assessments as M-CBMs (Strait et al., 2015). However, in this article, given that interventioncentral.org advertises these measures as CBMs and they were designed as brief and standardized measures for a remedial math curriculum, we continue to refer to them as M-CBMs-albeit M-CBMs with questionable technical adequacy. As such, this study attempts to provide more information on the technical adequacy and utility of these M-CBMs to identify students in need of intervention. Currently, it is assumed based on the Spearman-Brown prophecy formula (Strait et al., 2015) that using aggregated M-CBMs would improve predictive validity by improving test-retest reliability, but this assumption is untested.

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Section: M-cbmsmentioning

confidence: 99%

“…Interventioncentral.org receives more than a million visits a year (Strait et al, 2015). One of its most commonly used resources—receiving more than 100,000 visits—is the math worksheet generator.…”

mentioning

confidence: 99%

Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision

Strait

Smith

McQuillin

2018

Assessment for Effective Intervention

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“…Fourth Grade-level MC-CBM probes were developed by the authors in accordance with the procedures followed by other researchers (e.g. Keller-Margulis, Mercer & Shapiro, 2012; Jiban, & Deno, 2007; Strait et al., 2015; Thurber et al., 2002; VanDerHeyden & Burns, 2008). We followed four steps in our development process.…”

Section: Methodsmentioning

confidence: 99%

“…Although MC-CBM has gained robust empirical support, the findings concerning the psychometric properties of the MC-CBM used metric (i.e., digits correct per unit of time) and the assessment context (single-skill or multiple-skill) are inconclusive (Christ et al., 2005; Hintze et al., 2002; Methe, Briesch, and Hulac, 2015; Strait, Smith, Pender, Malone, Roberts, & Hall, 2015). Christ et al.…”

Section: Cbm In Mathematicsmentioning

confidence: 99%

“…The purpose of the study was threefold: (1) to examine the psychometric properties of MC-CBM, (2) to identify an adequate administration time duration of MC-CBM for universal screening, and (3) to examine the MC-CBM performance indicators of fourth grade Arab speaking children. First, the initial development procedures included a review of the Omani curriculum scope and sequence, analysis of the Omani curriculum content for fourth grade students, and generating a number of computation items guided by similar examples from the literature (Hosp, Hosp, & Howell, 2016; Strait et al., 2015). Second, we determined the reliability, validity, item difficulty, and item discrimination by piloting the measures with two samples of fourth graders in Oman.…”

Section: Rationale For the Current Studymentioning

confidence: 99%

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Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students

Al-Shehhi

Emam

Al-Otaiba

et al. 2018

School Psychology International

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In the Arab region, several assessments are available to evaluate student skills in mathematical computations. However, none of them uses formative evaluation to guide universal screening of struggling learners or students with learning disability (LD). The current study aimed to develop mathematical computation curriculum-based measurement (MC-CBM) for Arab speaking fourth grade students, examine its psychometric properties, test its adequacy for use in an Arab context, namely Oman, determine an adequate time for its administration, and develop performance benchmarks. MC-CBM were administered to 528 fourth grade students. Results indicated that the developed measures were adequate for use in the Arab context. Received operation characteristic (ROC) curve indicated good specificity and sensitivity estimates for the MC-CBM. Performance benchmarks were obtained using the 25th and 75th percentiles. Implications are discussed from a contextual perspective.

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Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts

Adams

Maki

2023

Psychology in the Schools

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Math facts are foundational for later math skill development, but many students demonstrate difficulties with math facts in early schooling. Drill-based interventions have been shown to effectively target foundational academic skills; however, there is limited research examining drillbased interventions for teaching math facts compared to basic reading skills. The purpose of this study was to compare the effects of incremental rehearsal (IR), traditional drill (TD), and strategic incremental rehearsal (SIR) on multiplication fact retention, fluency, and maintenance outcomes with 36 fourth and fifth graders. The study also examined intervention efficiency and treatment acceptability. Results showed no differences in retention, maintenance, or treatment acceptability across the interventions.There were significant differences in fluency at posttest, with IR resulting in the greatest fluency scores. Furthermore, TD was the most efficient intervention overall.

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The Reliability of Randomly Generated Math Curriculum-Based Measurements

Cited by 10 publications

References 14 publications

Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision

Aggregated Randomly Generated Math Curriculum–Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision

Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students

Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts

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