Curriculum-based measurement in mathematics: predicting future performance on state assessments

Abstract

Curriculum-Based Measures (CBMs) in reading and their relationship to state standardized tests have been established and an important feature of CBMs. This study will examine the predictive relationship of CBMs (i.e. computation and application) in mathematics on a state standardized assessment for elementary students. This will assist educators in the early identification of problems and the adjusting of their instructional practices in order to promote proficiency on state assessments. The current study used 97 students from one school (35 third graders, 25 fourth graders, and 37 fifth graders). Students were given three probes, two weeks apart. The average scores on the probes tended to increase in all three grade levels for both computation and concepts/applications. A regression analysis indicated that both computation and application probes were significant in predicting WKCE results, indicating that math CBMs can be a valid tool in predicting future performance on WKCEs.