Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties

• Published in: Learning disability quarterly Vol. 37; no. 4; pp. 241 - 251
• Main Authors: Jitendra, Asha K., Dupuis, Danielle N., Zaslofsky, Anne F.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Hammill Institute on Disabilities and SAGE Publications 01.11.2014; SAGE Publications; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Academic Standards; Arithmetic; At Risk Students; Coefficients; Correlation; Curricula; Curriculum Based Assessment; Demography; Elementary education; Elementary School Mathematics; Elementary School Students; Fluency; Low Achievement; Mathematical growth; Mathematical validity; Mathematics; Mathematics Achievement; Mathematics curricula; Mathematics Curriculum; Mathematics education; Mathematics Instruction; Mathematics Skills; Measures (Individuals); Predictive Validity; Problem Solving; Progress Monitoring; Regular Articles; Reliability; Secondary school curricula; Secondary school students; Skill development; Standardized Tests; Statistical Distributions; Student Improvement; United States (Midwest); Validation studies; Validity; Word Problems (Mathematics); progress monitoring; curriculum-based measurement; word problem solving; standards-based mathematics; third grade
• ISSN: 0731-9487; 2168-376X
• DOI: 10.1177/0731948713516766

This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS measure every 2 weeks across 12 school weeks. Results indicated that the CBM-WPS measure was reliable and significantly correlated with measures of arithmetic WPS, number combinations fluency, and a standardized test of mathematics achievement. Results of growth modeling indicated that students showed significant growth on the CBM-WPS measure, with an average increase of 0.33 problems correct per week. Additional analyses revealed that students identified as high at-risk demonstrated similar growth as students identified as low at-risk. Furthermore, the CBM-WPS growth slopes were a significant predictor of students' spring performance on a standardized test of mathematics achievement, demonstrating their predictive validity. Implications for practice and future research for assessing mathematics skill development are discussed.