%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