Implications of Recent Research: Curriculum-Based Measurement of Math Computation
Abstract
Curriculum-based measurement of mathematics (CBM-M) comprises a set of procedures and instrumentation to assess the level and trend of student achievement in early mathematics. The purpose of this article is to review the recent research and psychometric evidence for CBM-M. Although recent developments in CBM-M include procedures to assess early numeracy and application problems, this review focuses exclusively on computation assessment. The results of this review provide evidence that CBM-M is sufficiently reliable and valid for some applications; however, interpretation must be informed by the context and the scope of assessment domain. Mathematics computation is a subdomain of mathematics curriculum and assessment, and therefore, the validity of CBM-M is limited by its construct representation (i.e., stimulus set and task demands). Nevertheless, the review provides support for ongoing development and use of CBM-M as both a general outcome measure and subskill mastery measure for computation. Implications for research and practice are discussed.
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CBM differs from mastery measurement: with mastery measurement teachers assess mastery on a problem type and move on; with CBM every skill in the annual curriculum is represented on each weekly test, sampling a broad range of skills, with each repeated measurement an alternate form of equivalent difficulty assessing the same constructs.
“As Fuchs notes, “CBM differs from other forms of classroom-based assessment that rely on mastery measurement.With mastery measurement, teachers assess mastery on a problem type, such as adding 2-digit numbers with regrouping and after mastery is demonstrated, move on to the next skill.By contrast, with CBM, every skill in the annual curriculum is represented on each weekly test.So, like a norm-re”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [139]
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Developments in Curriculum-Based Measurement
Deno, S. L. (2003) · The Journal of Special Education · doi:10.1177/00224669030370030801 · Cited by 653 · see citing works
Christ, T. J., & Vining, O. (2006) · School Psychology Review · doi:10.1080/02796015.2006.12087974 · Cited by 33 · cited 6× · see citing works
“Recent recommendations in the published literature established that practitioners and researchers should carefully consider both the method and size of a behavior sample when interpreting the outcome of CBM-M (Christ et al., 2005; Christ & Vining, 2006; Hintze et al., 2002).”
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Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59 · see citing works
- Authors
- Christ, T. J., Scullin, S., Tolbize, A., & Jiban, C. L.
- Affiliations
- University of Minnesota (US)
- ORCID
- Christ, Theodore J.
- Venue
- Assessment for Effective Intervention
- Publisher
- SAGE Publications
- Published
- 2008-09
- Volume
- 33
- Issue
- 4
- Pages
- 198-205
- ISSN
- 1534-5084 (ISSN-L)
- 1938-7458
- OpenAlex
- W2038091575
- Cited by
- 72
- References
- 2
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 2 · 2023: 4 · 2022: 6 · 2021: 4 · 2020: 5 · 2019: 6 · 2018: 4 · 2017: 5 · 2016: 8 · 2015: 3 · 2014: 8 · 2013: 3 · 2012: 3
- FWCI
- 1.27
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment for Effective Intervention (publishedVersion)
- Topics
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- curriculum-based measurement, early childhood mathematics, early numeracy, psychometric properties, reliability statistics, construct validity, stimulus set, task demands
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