A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test
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| Title: | A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test |
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| Language: | English |
| Authors: | Ethan R. Van Norman (ORCID |
| Source: | Psychology in the Schools. 2026 63(2):457-470. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Mathematics Curriculum, Curriculum Based Assessment, Computer Assisted Testing, Adaptive Testing, Mathematics Tests, Kindergarten, Grade 1, Scores, Achievement Tests, Standardized Tests, Predictor Variables, Mathematics Skills |
| Assessment and Survey Identifiers: | Stanford Achievement Tests |
| DOI: | 10.1002/pits.70105 |
| ISSN: | 0033-3085 1520-6807 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493927 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70105 |
