Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration

The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice and research use, we examined potential differences...

Full description

Saved in:
Bibliographic Details
Published in:Assessment for effective intervention 2022-06, Vol.47 (3), p.170-178
Main Authors: Dawes, Jillian, Solomon, Benjamin, McCleary, Daniel F., Ruby, Cutler, Poncy, Brian C.
Format: Article
Language:English
Subjects:
Accuracy
Classrooms
Curricula
Curriculum Based Assessment
Decision Making
Elementary School Students
Flexibility
Grade 2
Management
Mathematics
Mathematics Achievement
Mathematics Curriculum
Mathematics Skills
Progress Monitoring
Student Evaluation
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:The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice and research use, we examined potential differences between student responding and precision of slope when SSM-CBMs were administered individually and in group (classroom) conditions. No differences in student performance or measure precision were observed between conditions, indicating flexibility in the practical and research use of SSM-CBMs across administration conditions. In addition, findings contributed to the literature examining the stability of SSM-CBMs slopes of progress when used for instructional decision-making. Implications for the administration and interpretation of SSM-CBMs in practice are discussed.
ISSN:1534-5084
1938-7458
DOI:10.1177/15345084211035055