Classification Accuracy of easyCBM First-Grade Mathematics Measures

Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kameenui, Edward J.; Baker, Scott K.

doi:10.1177/1534508411414153

Cited by 16 publications

(24 citation statements)

References 20 publications

(58 reference statements)

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“…Nevertheless, the winter and the spring measures showed sensitivity higher than .80 and specificity higher than .70 (Silberglitt & Hintze, 2005). The composite measure results are consistent with other studies where composite measures have been analyzed (see Clarke et al, 2011).…”

Section: Discussionsupporting

confidence: 91%

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Universal Screening in Mathematics for Spanish Students in First Grade

León

Jiménez

García

et al. 2020

Learning Disability Quarterly

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The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

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Section: Discussionsupporting

confidence: 91%

“…To determine the best cutoff score to classify students at risk, we followed three criterions. First, to maximize the combination of sensitivity and specificity (Clarke et al, 2011), the Youden index ( J ) was considered (Smolkowski & Cummings, 2015). Second, sensitivity was set to .90 (Johnson et al, 2009).…”

Section: Methodsmentioning

confidence: 99%

Universal Screening in Mathematics for Spanish Students in First Grade

León

Jiménez

García

et al. 2020

Learning Disability Quarterly

View full text Add to dashboard Cite

show abstract

“…Nonetheless, as the primary goal of a screening process is to identify students at risk correctly, some authors recommended selecting cut points with sensitivity values higher than 0.90 to limit false negatives (Jenkins et al, 2007). To explore the values of sensitivity, specificity, and PPP associated with possible cut points, we followed a similar strategy to the one used by Clarke et al (2011) based on several decision rules. First, to maximize the combination of sensitivity and specificity, we calculated the Youden index ( J ) (Smolkowski & Cummings, 2015).…”

Section: Methodsmentioning

confidence: 99%

Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish

et al. 2019

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Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study’s sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.

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“…Given its strengths in predicting other EN-CBMs, other standardized mathematics assessments, and later mathematics performance in third grade, Quantity Discrimination was used as the outcome measure (Clarke et al, 2008; Clarke & Shinn, 2004; Missall et al, 2012). Similar to cutoffs used in prior research (Clarke et al, 2011; Methe, Begeny, et al, 2011; Purpura, Reid, Eiland, & Baroody, 2015), analyses were conducted to predict kindergarten performance below the 25th or 40th percentile on Quantity Discrimination.…”

Section: Classification Accuracy Of Early Numeracy Curriculum-based Mmentioning

confidence: 99%

Assessing the Classification Accuracy of Early Numeracy Curriculum-Based Measures Using Receiver Operating Characteristic Curve Analysis

Laracy

Hojnoski

Dever

2016

Assessment for Effective Intervention

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Receiver operating characteristic curve (ROC) analysis was used to investigate the ability of early numeracy curriculum-based measures (EN-CBM) administered in preschool to predict performance below the 25th and 40th percentiles on a quantity discrimination measure in kindergarten. Areas under the curve derived from a sample of 279 students ranged from .65 to .82. Optimal cut scores were associated with sensitivity ranging from .44 to .79, specificity ranging from .49 to .91, and classification accuracy ranging from .60 to .79. Among a validation sample of 140 students, sensitivity ranged from .36 to .83, specificity ranged from .46 to .89, and classification accuracy ranged from .57 to .79. Results indicate that EN-CBM administered in preschool predicts math performance in kindergarten and can be a valuable component of an evidence-based decision-making process.

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Classification Accuracy of easyCBM First-Grade Mathematics Measures

Cited by 16 publications

References 20 publications

Universal Screening in Mathematics for Spanish Students in First Grade

Universal Screening in Mathematics for Spanish Students in First Grade

Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish

Assessing the Classification Accuracy of Early Numeracy Curriculum-Based Measures Using Receiver Operating Characteristic Curve Analysis

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