An Examination of Alternate Assessment Durations When Assessing Multiple-Skill Computational Fluency: The Generalizability and Dependability of Curriculum-Based Outcomes Within the Context of Educational Decisions

Document Type

Article

Publication Date

7-1-2005

Department

Psychology

Abstract

The current study extended previous research on curriculum-based measurement in mathematics (M-CBM) assessments. The purpose was to examine the generalizability and dependability of multiple-skill M-CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N = 104 students) suggest that relative interindividual decisions can rely on the results from 1-minute administrations for low-stakes decisions and the results of 4-minute administrations for high-stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4-minute administrations for low-stakes decisions and 13-minute administrations for high-stakes decisions. The implications and limitations of these results are discussed. (c) 2005 Wiley Periodicals, Inc.

Publication Title

Psychology in the Schools

Volume

42

Issue

6

First Page

615

Last Page

622

Link to Full Text

Find in your library

Share

COinS