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

Autor/inn/en	Ethan R. Van Norman; Kirsten J. Truman; Robin L. Hojnoski
Titel	A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test
Quelle	In: Psychology in the Schools, 63 (2026) 2, S. 457-470Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Ethan R. Van Norman) ORCID (Kirsten J. Truman) ORCID (Robin L. Hojnoski)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.70105
Schlagwörter	Forschungsbericht; Mathematics Curriculum; Curriculum Based Assessment; Computer Assisted Testing; Adaptive Testing; Mathematics Tests; Kindergarten; Grade 1; Scores; Achievement Tests; Standardized Tests; Predictor Variables; Mathematics Skills; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/02