Exploring the Item Factor Structure of a Common Core State Standards–Aligned Middle School Mathematics Curriculum-Based Measurement

• In Event: 72.022 - Topics in Test Development

Abstract

Curriculum-based measurement (CBM) probes are regularly administered within response to intervention (RTI) for both screening and progress-monitoring purposes. Generally, CBMs are assumed to measure a unidimensional trait, and student progress is evaluated relative to changes on the unidimensional trait. Yet, if a multidimensional structure better represents the observed data, then students’ scores, and score changes over time, may be a function of multiple skills or domains. In these contexts, score interpretation becomes difficult unless the underlying structure can be determined. The purpose of this study is to investigate the factor structure (dimensionality) of middle school mathematics CBMs in Grades 6-8 aligned with the Common Core State Standards (CCSS). Results suggest a unidimensional model may not best represent the data.

Authors

• Daniel John Anderson, University of Oregon

• Joshua D Kahn, University of Oregon

• Dan Farley, University of Oregon

• Julie Alonzo, University of Oregon

• Gerald A. Tindal, University of Oregon