An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem—Solving Measures for Monitoring Third-Grade Students’ Mathematics Competence

Jayne M. Leh; Asha K. Jitendra; Grace I.L. Caskie; Cynthia C. Griffin

doi:10.1177/15345084070320020601

An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem—Solving Measures for Monitoring Third-Grade Students’ Mathematics Competence

Jayne M. Leh, Asha K. Jitendra, Grace I.L. Caskie, Cynthia C. Griffin

Educational Psychology

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11 Scopus citations

Abstract

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students’ rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured once every 2 weeks on WPS and once each week on mathematics computation. Results provided corroborating data across the two measures and support the adequacy of the WPS measure for monitoring student progress. Findings of slope data are also discussed in terms of mathematical grade-level status (low-performing, LO; average-performing, AV).

Original language	English (US)
Pages (from-to)	90-99
Number of pages	10
Journal	Assessment for Effective Intervention
Volume	32
Issue number	2
DOIs	https://doi.org/10.1177/15345084070320020601
State	Published - Jan 2007

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An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem—Solving Measures for Monitoring Third-Grade Students’ Mathematics Competence

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