Curriculum-based measurement of math problem solving: a methodology and rationale for establishing equivalence of scores.
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.
Montague
Marjorie
M
University of Miami, FL, USA. mmontague@aol.com
Penfield
Randall D
RD
Enders
Craig
C
Huang
Jia
J
D000293:Adolescent; D003479:Curriculum; D004522:Educational Status; D006801:Humans; D008137:Longitudinal Studies; D008433:Mathematics / Q000379:methods* / Q000706:statistics & numerical data*; D011340:Problem Solving / Q000502:physiology*; D011584:Psychology / Q000379:methods / Q000706:statistics & numerical data; D011932:Reading; D012106:Research / Q000706:statistics & numerical data*; D012107:Research Design; D012574:Schools; D013334:Students / Q000523:psychology / Q000706:statistics & numerical data