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Review of curriculum-based measurement in mathematics: An update and extension of the literature.

Authors :
Nelson G
Kiss AJ
Codding RS
McKevett NM
Schmitt JF
Park S
Romero ME
Hwang J
Source :
Journal of school psychology [J Sch Psychol] 2023 Apr; Vol. 97, pp. 1-42. Date of Electronic Publication: 2023 Jan 14.
Publication Year :
2023

Abstract

The purpose of this literature review on curriculum-based measurement in mathematics (CBM-M) was to update and extend the Foegen et al. (2007) progress monitoring in mathematics review. We included 99 studies focused on at least one of the three stages of CBM research (i.e., one point in time [screening], repeatedly over time [progress monitoring], and instructional utility) in mathematics for students in preschool through Grade 12. The results of this review indicated that researchers have increased the amount of research conducted at the early mathematics and secondary levels; however, many studies focused on the stages of CBM research are still conducted at the elementary level. The results also demonstrated that most studies (k = 85; 85.9%) were focused on Stage 1, with fewer studies reporting results related to Stage 2 (k = 40; 40.4%) and Stage 3 (k = 5; 5.1%). The results of this literature review also underscore that although considerable growth has been achieved in the past 15 years in CBM-M development and reporting, next steps in research include a focus on investigating the uses of CBM-M for progress monitoring and instructional decision making.<br />Competing Interests: Declaration of Competing Interest The authors declare that there are no conflicts of interest.<br /> (Copyright © 2022 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.)

Details

Language :
English
ISSN :
1873-3506
Volume :
97
Database :
MEDLINE
Journal :
Journal of school psychology
Publication Type :
Academic Journal
Accession number :
36914360
Full Text :
https://doi.org/10.1016/j.jsp.2022.12.001