A Comparison of the Validity of Growth Estimates From Early Math Curriculum Based Measures and a Computer Adaptive Test

Dados Bibliográficos

ID21375673
AutoresEthan R Van Norman (0000-0002-5078-2560, Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA, autor correspondente), Kirsten J Truman (0000-0002-1725-044X, Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA), Robin L Hojnoski (0000-0002-8050-3577, Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA)
Ano2026
Volume63
Fascículo2
Páginas457-470
Data de publicação2026-02-01
Open AccessSim
TipoARTICLE
PeriódicoPsychology in the Schools (JOURNAL)
Identificadores do periódicoISSN: 0033-3085 • E-ISSN: 1520-6807
EditoraWiley (PUBLISHER • GB)
DOI10.1002/pits.70105
OpenAlexW4414290327
IdiomaEN
Referências citadas46

This study compared the extent to which growth on two types of early math assessments (curriculum‐based measures [CBMs] and computer adaptive tests) predicted end of year performance in broad math skills as well as improvement in broad math skills in Kindergarten ( n = 211) and Grade 1 ( n = 79) students. In Kindergarten latent change scores between Fall and Winter benchmarks on all CBMs and i‐Ready were predictive of end of year scores on the Stanford Achievement math subtest. A mixed pattern of results was observed when using latent change scores from Winter to Spring to predict improvement in broad math skills. In Grade 1 Only latent change scores from i‐Ready were consistently associated with end of year performance and growth in broad math skills for Grade 1 students. Implications and limitations for using early math CBMs and CATs like i‐Ready to formatively assess student progress are discussed

Computerized adaptive testing · Curriculum · Curriculum-based measurement · Latent growth modeling · Mathematics curriculum · Predictive validity · Standardized test · Test (biology) · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Reading and Literacy Development

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