Mastery measurement in mathematics and the goldilocks effect.

Math curriculum-based measurement (CBM) is an essential tool for multi-tiered systems of support decision making, but the reliability of math CBMs has received little research, particularly using more rigorous methods such as generalizability (G) theory. Math CBM is historically organized into two domains: mastery measures and general outcome measures. This paper details 17 concurrent G and dependability studies in a partially crossed design investigating the reliability of mastery measure CBMs for students ( = 263) in Grades K, 1, 3, 5, and 7.

A review of common rates of improvement when implementing whole-number operation math interventions.

Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math domain. The current study addressed this gap by aggregating available data on digits correct per minute (DCPM) growth in single-skill curriculum-based measurements as students undergo intervention.