Criterion-related validity of two curriculum-based measures of mathematical skill in relation to reading comprehension in secondary students
| Autor: | Jamie L. Yarbrough, Giancarlo A. Anselmo, Joseph F. Kovaleski, Van Vi N. Tran |
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| Rok vydání: | 2017 |
| Předmět: |
Predictive validity
05 social sciences 050301 education Variance (accounting) Education Test (assessment) Correlation Curriculum-based measurement Reading comprehension Developmental and Educational Psychology Criterion validity Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education Curriculum 050104 developmental & child psychology |
| Zdroj: | Psychology in the Schools. 54:1148-1159 |
| ISSN: | 0033-3085 |
| DOI: | 10.1002/pits.22050 |
| Popis: | This study analyzed the relationship between benchmark scores from two curriculum-based measurement probes in mathematics (M-CBM) and student performance on a state-mandated high-stakes test. Participants were 298 students enrolled in grades 7 and 8 in a rural southeastern school. Specifically, we calculated the criterion-related and predictive validity of benchmark scores from CBM probes measuring math computation and math reasoning skills. Results of this study suggest that math reasoning probes have strong concurrent and predictive validity. The study also provides evidence that calculation skills, while important, do not have strong predictive strength at the secondary level when a state math assessment is the criterion. When reading comprehension skill is taken into account, math reasoning scores explained the greatest amount of variance in the criterion measure. Computation scores explained less than 5% of the variance in the high-stakes test, suggesting that it may have limitations as a universal screening measure for secondary students. |
| Databáze: | OpenAIRE |
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