Curriculum-based measurement procedures to develop multiple-skill mathematics computation probes: Evaluation of random and stratified stimulus-set arrangements

Theodore J Christ, Odell Vining

Research output: Contribution to journalReview articlepeer-review

18 Scopus citations

Abstract

Curriculum-based measurement (CBM) procedures have been developed to assess mathematics computation (M-CBM). Recent research has demonstrated that the psychometric characteristics of measurement outcomes vary as a function of administration procedures. This study examined the effect of an alternate set of procedures to construct more consistent multiple-skill M-CBM computation probes. Researchers compared two probe construction techniques: randomized stimulus-set arrangement and stratified stimulus-set arrangement. The results of repeated multiple-skill M-CBMs that were administered to students within five primary grades (N = 219) suggest that stratified construction of multiple-skill M-CBM computation probes is likely to yield more generalizable and dependable measurement outcomes. This result was especially robust within the upper primary grades. The convergence of these findings with previous research is discussed along with implications for practice and future research.

Original languageEnglish (US)
Pages (from-to)387-400
Number of pages14
JournalSchool Psychology Review
Volume35
Issue number3
StatePublished - Nov 8 2006

Fingerprint

Dive into the research topics of 'Curriculum-based measurement procedures to develop multiple-skill mathematics computation probes: Evaluation of random and stratified stimulus-set arrangements'. Together they form a unique fingerprint.

Cite this