The Generalizability of CBM Survey-Level Mathematics Assessments: Just How Many Samples Do We Need?

This study examined the extent to which CBM survey-level mathematics assessment varies as a function of type of survey-level assessment used (i.e., single-skill and multiple-skill math probes) and the generalizability of results both within and across assessment methodologies. Participants included...

Full description

Saved in:
Bibliographic Details
Published in:School psychology review 2002-12, Vol.31 (4), p.514-528
Main Authors: Hintze, John M., Christ, Theodore J., Keller, Lisa A.
Format: Article
Language:English
Subjects:
Basal Reading
Basic Skills
Curricula
Curriculum Based Assessment
Decision making
Elementary Education
Generalization
Mathematics
Methods
Reading
Reading Materials
Reading Programs
Skill Development
Skills
Students
Tests, problems and exercises
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined the extent to which CBM survey-level mathematics assessment varies as a function of type of survey-level assessment used (i.e., single-skill and multiple-skill math probes) and the generalizability of results both within and across assessment methodologies. Participants included 67 students enrolled in first through fifth grades. All students were assessed using grade-appropriate single-and multiple-skill CBM math survey-level probes. Findings indicate that single-and multiple-skill survey level CBM math assessments do indeed measure two distinct constructs. Results of a generalizability analysis suggest that for single-skill survey-level CBM math assessments the administration of one single-skill math probe provides information of sufficient quality to make both criterion-and norm-referenced decisions. Similar results were also observed for multiple-skill probes. However, given variations in performance the administration of three multiple-skill math probes as part of a survey-level CBM math assessment continues to be recommended.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.1080/02796015.2002.12086171