Classification Accuracy of easyCBM First-Grade Mathematics Measures

The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and...

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Bibliographic Details
Published in:Assessment for Effective Intervention
Main Authors: Clarke, Ben, Nese, Joseph F. T., Alonzo, Julie, Smith, Jean Louise M., Tindal, Gerald, Kame’enui, Edward J., Baker, Scott K.
Format: Article in Journal/Newspaper
Language:English
Published: SAGE Publications 2011
Subjects:
General Health Professions
Developmental and Educational Psychology
Education
Terranova
Online Access:http://dx.doi.org/10.1177/1534508411414153
http://journals.sagepub.com/doi/pdf/10.1177/1534508411414153
Description
Summary:The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and Operations, and (c) Geometry (2006). A sample of 145 students was assessed at the beginning, middle, and end of the school year. Reliability of the measures was adequate, and concurrent and predictive validity results—with the TerraNova 3—were moderate. Receiver operating curve analyses, based on mathematics difficulty below the 25th and 40th percentile, indicated adequate classification accuracy. We examine results from the study in the context of linking assessment to instructional decision making.

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