Evaluating the Statistical Assumptions of Curriculum-Based Measurement of Mathematics (CBM-M)

• In Event: Validity Investigations

Abstract

This paper will provide an overview of curriculum-based measurement of mathematics (CBM-M) and evaluate some of their statistical assumptions. The presentation will be within the context of a response-to-intervention (RtI) model. This research will evaluate the technical adequacy of CBM-M. It will also evaluate specific hypotheses related to one of the fundamental, underlying assumptions: the assumption of score equivalence across the numerous alternative forms. Another inquiry will evaluate the potential loss of information associated with the administration procedures for interim assessment related to the use of the median score on a set of three alternate forms.

Author

• Joseph Betts, Houghton Mifflin Harcourt Publishing