Curriculum-based measurement of math problem solving

A methodology and rationale for establishing equivalence of scores

Marjorie Montague, Randall D. Penfield, Craig Enders, Jia Huang

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided.

Original languageEnglish (US)
Pages (from-to)39-52
Number of pages14
JournalJournal of School Psychology
Volume48
Issue number1
DOIs
StatePublished - Feb 2010

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equivalence
Curriculum
curriculum
methodology
Students
Mathematics
Research
Reading
student
mathematics
monitoring

Keywords

  • Assessment
  • Curriculum-based measurement
  • Methodology

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Curriculum-based measurement of math problem solving : A methodology and rationale for establishing equivalence of scores. / Montague, Marjorie; Penfield, Randall D.; Enders, Craig; Huang, Jia.

In: Journal of School Psychology, Vol. 48, No. 1, 02.2010, p. 39-52.

Research output: Contribution to journalArticle

Montague, Marjorie ; Penfield, Randall D. ; Enders, Craig ; Huang, Jia. / Curriculum-based measurement of math problem solving : A methodology and rationale for establishing equivalence of scores. In: Journal of School Psychology. 2010 ; Vol. 48, No. 1. pp. 39-52.
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