A Comparison of the Validity of Growth Estimates From Early Math Curriculum Based Measures and a Computer Adaptive Test
Bibliographic Data
| ID | 21375673 |
|---|---|
| Authors | Ethan R Van Norman (0000-0002-5078-2560, Department of Education and Human Services Lehigh University Bethlehem Pennsylvania USA, corresponding author), 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) |
| Year | 2026 |
| Volume | 63 |
| Issue | 2 |
| Pages | 457-470 |
| Publication date | 2026-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.70105 |
| OpenAlex | W4414290327 |
| Language | EN |
| References cited | 46 |
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
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories
Further exploration of the predictive validity of growth on early reading curriculum-based measures among students at risk for reading difficulties
Accuracy of progress monitoring decision rules to evaluate response to instruction with two computer adaptive tests
Early numeracy and mathematics development
Examining language and early numeracy skills in young Latino dual language learners
School readiness and later achievement
Early math matters
College for All
A meta-analysis of the relation between math anxiety and math achievement
| Highly cited | No |
|---|