Reliability and Validity of Mathematics Curriculum-Based Measurement (M-CBM) in Japanese Elementary School Students

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  • 小学生用算数のカリキュラムに基づく尺度（算数CBM）の開発と信頼性・妥当性の検討
  • 小学生用算数のカリキュラムに基づく尺度(算数CBM)の開発と信頼性・妥当性の検討 : 基礎的な算数スキルに着目して
  • ショウガクセイヨウ サンスウ ノ カリキュラム ニ モトズク シャクド(サンスウ CBM)ノ カイハツ ト シンライセイ ・ ダトウセイ ノ ケントウ : キソテキ ナ サンスウ スキル ニ チャクモク シテ
  • 基礎的な算数スキルに着目して

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Abstract

The reliability and validity of the mathematics curriculum-based measurement (M-CBM) were investigated in Japanese elementary school students. Elementary school students from grades 1-6 participated in study 1. The classroom teachers administered the M-CBM three times at the end of each term and mathematics achievement test (Norm-Referenced Test in mathematics: Tatsuno et al., 2009) at the end of the third term. Results demonstrated that the scores of M-CBM increased across time, and the M-CBM scores significantly correlated with the mathematics achievement test score. These results suggest that the M-CBM is sensitive to change, and has high concurrent, and predictive validity. In study 2, the author examined the test-retest reliability (one week) and the alternate form reliability of the MCBM in elementary school students. Results indicated that the test-retest reliability and the alternate form reliability were sufficiently high. It is concluded that the M-CBM can be used with Japanese elementary school students as a screening and progress monitoring tool.

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