The Reliability of Randomly Generated Math Curriculum-Based Measurements

被引：10

作者：

Strait, Gerald G. ^{[1
]}

Smith, Bradley H. ^{[2
]}

Pender, Carolyn ^{[3
]}

Malone, Patrick S. ^{[3
]}

Roberts, Jarod ^{[1
]}

Hall, John D. ^{[1
]}

机构：

[1] Arkansas State Univ, Jonesboro, AR USA

[2] Univ Houston, Houston, TX 77004 USA

[3] Univ South Carolina, Columbia, SC 29208 USA

来源：

ASSESSMENT FOR EFFECTIVE INTERVENTION | 2015年 / 40卷 / 04期

关键词：

math; curriculum-based assessment; curriculum-based measurement;

D O I：

10.1177/1534508415588075

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Curriculum-Based Measurement (CBM) is a direct method of academic assessment used to screen and evaluate students' skills and monitor their responses to academic instruction and intervention. Interventioncentral.org offers a math worksheet generator at no cost that creates randomly generated math curriculum-based measures (M-CBMs). In this study, we examined the test-retest reliability and alternate-form reliability of four parallel, randomly generated M-CBMs designed to assess multiple arithmetic skills (addition, subtraction, multiplication, and division). The participants (N = 283 sixth-grade students) completed each M-CBM worksheet twice during a semester. According to our results, these M-CBMs have moderate test-retest and alternate-form reliability. Applying the Spearman-Brown Prophecy Formula revealed that aggregating M-CBMs increases the reliability of these measures to acceptable levels for progress monitoring (i.e., above .80).

引用

页码：247 / 253

页数：7

共 22 条

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