• A Comparison of the Validity o...

*Result*: A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test

Title:
A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test
Language:
English
Authors:
Ethan R. Van Norman (ORCID 0000-0002-5078-2560), Kirsten J. Truman (ORCID 0000-0002-1725-044X), Robin L. Hojnoski (ORCID 0000-0002-8050-3577)
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:
*Academic Journal* Journal Articles<br />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
Entry Date:
2026
Accession Number:
EJ1493927
Database:
ERIC

*Further Information*

*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.*

*As Provided*