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

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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: Journal Articles
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
Abstract: 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493927
Database: ERIC
FullText Text:
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  Data: A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test
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  Data: <searchLink fieldCode="AR" term="%22Ethan+R%2E+Van+Norman%22">Ethan R. Van Norman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5078-2560">0000-0002-5078-2560</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirsten+J%2E+Truman%22">Kirsten J. Truman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1725-044X">0000-0002-1725-044X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robin+L%2E+Hojnoski%22">Robin L. Hojnoski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8050-3577">0000-0002-8050-3577</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2026 63(2):457-470.
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  Data: 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
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  Data: 10.1002/pits.70105
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  Data: 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.
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  Data: 2026
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  Data: EJ1493927
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        Value: 10.1002/pits.70105
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      – Text: English
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        PageCount: 14
        StartPage: 457
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      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Curriculum Based Assessment
        Type: general
      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Stanford Achievement Tests
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      – TitleFull: A Comparison of the Validity of Growth Estimates from Early Math Curriculum Based Measures and a Computer Adaptive Test
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