Mixed methods reveal predictive validity of curriculum-based measures and computer adaptive tests in early math assessments.
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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Norman et al. (2025) studied this question.