%0 Journal Article
%T Aggregated Randomly Generated Math Curriculum每Based Measurements for Middle School Students: Reliability, Predictive Validity, and Cut Score Precision
%A Bradley H. Smith
%A Gerald G. Strait
%A Samuel D. McQuillin
%J Assessment for Effective Intervention
%@ 1938-7458
%D 2018
%R 10.1177/1534508418761231
%X Approximately, 283 sixth-grade students completed four randomly generated Math Curriculum每Based Measures (M-CBMs) from interventioncentral.org twice during a fall semester. These M-CBMs measured foundational skills in addition, subtraction, multiplication, and division. We found that using mean fluency or accuracy scores from four M-CBMs produced more reliable test每retest estimates (e.g., r = .86每.88) in comparison with using individual scores (e.g., r = .55每.73). We also found that aggregated (mean or median) and individual M-CBM scores were strongly correlated (e.g., r = .82每.85) with the Palmetto Achievement Challenge Test (PACT) math section, an annual state standardized test. However, only aggregated M-CBMs produced efficient cut scores useful in detecting students who would pass or fail the PACT
%K Curriculum-Based Measurement
%K math
%K screening/benchmarking
%U https://journals.sagepub.com/doi/full/10.1177/1534508418761231