easyCBM in Math

CCSS Math

 

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

$5.00 per student*

*Districts purchasing easyCBM will also need to provide $400 for 3 required training webinars.

 

Replacement Cost:

$5.00 per student per year.

 

Annual license renewal fee subject to change.

 

Included in Cost:

easyCBM is available through Houghton Mifflin Harcourt (HMH) on an annual subscription license for districts. The price is $5/student/year, which gives teachers access to all measures. The price includes manuals and use of the assessments. In Year 1, there are three training webinars; one is provided at no charge and two cost $200 each.

 

It is also available directly through the University of Oregon for individual classroom teacher use (limited to one teacher per building, maximum of 200 students). This teacher subscription includes the online training that is part of the system.

 

As easyCBM is computer-administered, students should have access to an internet-connected computer (Mac or PC). However, they can also take the tests in paper/pencil versions, with responses being manually added to the online system for scoring. Teachers need internet-connected computers to access materials such as the manual, score reports, and training videos.

Technology Requirements:

  • Computer or tablet
  • Internet connection
  • Other technology*

*Educators can also use printers to print reports and PDF versions of the measures, if desired.

 

Training Requirements:

  • Less than 1 hour of training

 

Qualified Administrators:

  • Paraprofessionals
  • Professionals

 

Accommodations:

All measures were developed following Universal Design for Assessment guidelines to reduce the need for accommodations. All mathematics items include a built-in read aloud option for every question and response requiring reading. Districts are directed to follow their standard practices for providing additional accommodations as needed.

 

Where to Obtain:

Contact Information for Districts:

Website: http://www.hmhco.com/hmh-assessments/response-to-intervention/easycbm

Address: HMH, Attention Customer Experience Support-Assessments,

255 38th Avenue, Suite L, St. Charles, IL  60174

Phone number: 800.323.9540

Email: easyCBM@hmhco.com

 

Contact Information for Individual Teachers:

Website: www.easyCBM.com

Address:

BRT, University of Oregon, Eugene, OR 97403

Phone number: 541.346.3535

Email: support@easycbm.com


Access to Technical Support:

Help Desk via email and phone, as well as through the online FAQ/help page.

 

easyCBM® is a web-based district assessment system that includes both benchmarking and progress monitoring assessments combined with a comprehensive array of reports. The assessments in easyCBM are curriculum-based general outcome measures, or CBMs, which are standardized measures that sample from a year’s worth of curriculum to assess the degree to which students have mastered the skills and knowledge deemed critical at each grade level.

 

easyCBM, available for Grades K–8, provides three forms of a screening measure to be used locally for establishing benchmarks and multiple forms (generally 10 per strand in math) to be used to monitor progress. All measures have been developed with reference to specific content in math (Common Core State Standards) and developed using Item Response Theory (IRT).

 

Assessment Format:

  • Direct: Computerized*

*Manual administration is also possible.

 

Administration Time:

  • 30 minutes per student
  • 30 minutes per group

 

Scoring Time:

  • Scoring is automatic*

* Unless students complete paper/pencil versions of the tests, in which case responses must be entered in the online system for scoring.

 

Scoring Method:

  • Calculated automatically

 

Scores Generated:

  • Raw score
  • Percentile score

 

Classification Accuracy

Grade345678
Criterion 1 FallEmpty bubbledHalf-filled bubbledHalf-filled bubbledHalf-filled bubbledEmpty bubbledHalf-filled bubbled
Criterion 1 WinterHalf-filled bubbledEmpty bubbledEmpty bubbledEmpty bubbledEmpty bubbledEmpty bubbled
Criterion 1 SpringHalf-filled bubbledHalf-filled bubbledEmpty bubbledEmpty bubbledEmpty bubbledHalf-filled bubbled
Criterion 2 Falldashdashdashdashdashdash
Criterion 2 Winterdashdashdashdashdashdash
Criterion 2 Springdashdashdashdashdashdash

Primary Sample

 

Criterion 1, Fall

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.08

0.10

0.13

0.14

0.09

0.12

False Positive Rate

0.18

0.05

0.07

0.04

0.05

0.08

False Negative Rate

0.39

0.43

0.49

0.52

0.46

0.51

Sensitivity

0.25

0.29

0.35

0.36

0.30

0.33

Specificity

0.95

0.98

0.96

0.98

0.98

0.95

Positive Predictive Power

0.82

0.95

0.93

0.96

0.95

0.92

Negative Predictive Power

0.61

0.57

0.51

0.48

0.54

0.49

Overall Classification Rate

0.64

0.63

0.60

0.59

0.61

0.58

Area Under the Curve (AUC)

0.84

0.87

0.85

0.88

0.89

0.87

AUC 95% Confidence Interval Lower Bound

0.82

0.85

0.83

0.86

0.87

0.85

AUC 95% Confidence Interval Upper Bound

0.86

0.89

0.87

0.89

0.91

0.89

 

Criterion 1, Winter

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.10

0.06

0.08

0.06

0.08

0.10

False Positive Rate

0.06

0.04

0.00

0.02

Not Provided

Not Provided

False Negative Rate

0.37

0.46

0.57

0.48

Not Provided

Not Provided

Sensitivity

0.33

0.24

0.22

0.31

Not Provided

Not Provided

Specificity

0.98

0.99

1.00

0.99

Not Provided

Not Provided

Positive Predictive Power

0.94

0.96

1.00

0.98

Not Provided

Not Provided

Negative Predictive Power

0.63

0.54

0.43

0.52

Not Provided

Not Provided

Overall Classification Rate

0.68

0.59

0.51

0.60

Not Provided

Not Provided

Area Under the Curve (AUC)

0.88

0.86

0.91

0.91

0.92

0.93

AUC 95% Confidence Interval Lower Bound

0.87

0.84

0.89

0.90

0.91

0.92

AUC 95% Confidence Interval Upper Bound

0.90

0.87

0.92

0.93

0.94

0.94

 

Criterion 1, Spring

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.20

0.25

0.32

0.35

0.40

0.36

False Positive Rate

0.06

0.03

0.01

0.02

0.04

0.02

False Negative Rate

0.38

0.47

0.49

0.56

0.48

0.46

Sensitivity

0.30

0.21

0.32

0.24

0.27

0.38

Specificity

0.98

0.99

1.00

0.99

0.99

0.99

Positive Predictive Power

0.94

0.97

0.99

0.98

0.96

0.98

Negative Predictive Power

0.62

0.53

0.51

0.44

0.52

0.54

Overall Classification Rate

0.67

0.59

0.60

0.53

0.59

0.64

Area Under the Curve (AUC)

0.88

0.86

0.90

0.91

0.91

0.92

AUC 95% Confidence Interval Lower Bound

0.87

0.85

0.88

0.90

0.89

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.88

0.91

0.93

0.92

0.93

 

Additional Classification Accuracy

The following are provided for context and did not factor into the Classification Accuracy ratings.

 

Disaggregated Data

 

Fall

Subgroup: ELL

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.19

0.29

0.23

0.36

0.27

0.28

False Positive Rate

0.18

0.05

0.07

0.04

0.05

0.08

False Negative Rate

0.39

0.43

0.49

0.52

0.46

0.51

Sensitivity

0.25

0.29

0.35

0.36

0.30

0.33

Specificity

0.95

0.98

0.96

0.98

0.98

0.95

Positive Predictive Power

0.82

0.95

0.93

0.96

0.95

0.92

Negative Predictive Power

0.61

0.57

0.51

0.48

0.54

0.49

Overall Classification Rate

0.64

0.63

0.60

0.59

0.61

0.58

Area Under the Curve (AUC)

0.84

0.87

0.85

0.88

0.89

0.87

AUC 95% Confidence Interval Lower Bound

0.82

0.85

0.83

0.86

0.87

0.85

AUC 95% Confidence Interval Upper Bound

0.86

0.89

0.87

0.89

0.91

0.89

 

Winter

Subgroup: ELL

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.24

0.18

0.17

0.19

0.24

0.17

False Positive Rate

0.06

0.04

NA

0.00

NA

0.02

False Negative Rate

0.37

0.46

NA

0.57

NA

0.48

Sensitivity

0.33

0.24

NA

0.22

NA

0.31

Specificity

0.98

0.99

NA

1.00

NA

0.99

Positive Predictive Power

0.94

0.96

NA

1.00

NA

0.98

Negative Predictive Power

0.63

0.54

NA

0.43

NA

0.52

Overall Classification Rate

0.68

0.59

NA

0.51

NA

0.60

Area Under the Curve (AUC)

0.88

0.86

0.92

0.91

0.93

0.91

AUC 95% Confidence Interval Lower Bound

0.87

0.84

0.91

0.89

0.92

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.87

0.94

0.92

0.94

0.93

 

Spring

Subgroup: ELL

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.36

0.43

0.51

0.56

0.43

0.36

False Positive Rate

0.06

0.03

0.01

0.02

0.04

0.02

False Negative Rate

0.38

0.47

0.49

0.56

0.48

0.46

Sensitivity

0.30

0.21

0.32

0.24

0.27

0.38

Specificity

0.98

0.99

1.00

0.99

0.99

0.99

Positive Predictive Power

0.94

0.97

0.99

0.98

0.96

0.98

Negative Predictive Power

0.62

0.53

0.51

0.44

0.52

0.54

Overall Classification Rate

0.67

0.59

0.60

0.53

0.59

0.64

Area Under the Curve (AUC)

0.88

0.86

0.90

0.91

0.91

0.92

AUC 95% Confidence Interval Lower Bound

0.87

0.85

0.88

0.90

0.89

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.88

0.91

0.93

0.92

0.93

 

Fall

Subgroup: Free or Reduced-Price Lunch

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.09

0.14

0.19

0.17

0.12

0.19

False Positive Rate

0.18

0.05

0.07

0.04

0.05

0.08

False Negative Rate

0.39

0.43

0.49

0.52

0.46

0.51

Sensitivity

0.25

0.29

0.35

0.36

0.30

0.33

Specificity

0.95

0.98

0.96

0.98

0.98

0.95

Positive Predictive Power

0.82

0.95

0.93

0.96

0.95

0.92

Negative Predictive Power

0.61

0.57

0.51

0.48

0.54

0.49

Overall Classification Rate

0.64

0.63

0.60

0.59

0.61

0.58

Area Under the Curve (AUC)

0.84

0.87

0.85

0.88

0.89

0.87

AUC 95% Confidence Interval Lower Bound

0.82

0.85

0.83

0.86

0.87

0.85

AUC 95% Confidence Interval Upper Bound

0.86

0.89

0.87

0.89

0.91

0.89

 

Winter

Subgroup: Free or Reduced Price Lunch

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.13

0.09

0.11

0.07

0.12

0.13

False Positive Rate

0.06

0.04

NA

0.00

NA

0.02

False Negative Rate

0.37

0.46

NA

0.57

NA

0.48

Sensitivity

0.33

0.24

NA

0.22

NA

0.31

Specificity

0.98

0.99

NA

1.00

NA

0.99

Positive Predictive Power

0.94

0.96

NA

1.00

NA

0.98

Negative Predictive Power

0.63

0.54

NA

0.43

NA

0.52

Overall Classification Rate

0.68

0.59

NA

0.51

NA

0.60

Area Under the Curve (AUC)

0.88

0.86

0.92

0.91

0.93

0.91

AUC 95% Confidence Interval Lower Bound

0.87

0.84

0.91

0.89

0.92

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.87

0.94

0.92

0.94

0.93

 

Spring

Free or Reduced-Price Lunch

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.23

0.28

0.36

0.36

0.46

0.43

False Positive Rate

0.06

0.03

0.01

0.02

0.04

0.02

False Negative Rate

0.38

0.47

0.49

0.56

0.48

0.46

Sensitivity

0.30

0.21

0.32

0.24

0.27

0.38

Specificity

0.98

0.99

1.00

0.99

0.99

0.99

Positive Predictive Power

0.94

0.97

0.99

0.98

0.96

0.98

Negative Predictive Power

0.62

0.53

0.51

0.44

0.52

0.54

Overall Classification Rate

0.67

0.59

0.60

0.53

0.59

0.64

Area Under the Curve (AUC)

0.88

0.86

0.90

0.91

0.91

0.92

AUC 95% Confidence Interval Lower Bound

0.87

0.85

0.88

0.90

0.89

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.88

0.91

0.93

0.92

0.93

 

Fall

Subgroup: Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.11

0.18

0.17

0.23

0.13

0.19

False Positive Rate

0.18

0.05

0.07

0.04

0.05

0.08

False Negative Rate

0.39

0.43

0.49

0.52

0.46

0.51

Sensitivity

0.25

0.29

0.35

0.36

0.30

0.33

Specificity

0.95

0.98

0.96

0.98

0.98

0.95

Positive Predictive Power

0.82

0.95

0.93

0.96

0.95

0.92

Negative Predictive Power

0.61

0.57

0.51

0.48

0.54

0.49

Overall Classification Rate

0.64

0.63

0.60

0.59

0.61

0.58

Area Under the Curve (AUC)

0.84

0.87

0.85

0.88

0.89

0.87

AUC 95% Confidence Interval Lower Bound

0.82

0.85

0.83

0.86

0.87

0.85

AUC 95% Confidence Interval Upper Bound

0.86

0.89

0.87

0.89

0.91

0.89

 

Fall

Subgroup: Non-Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.07

0.09

0.12

0.12

0.08

0.12

False Positive Rate

0.18

0.05

0.07

0.04

0.05

0.08

False Negative Rate

0.39

0.43

0.49

0.52

0.46

0.51

Sensitivity

0.25

0.29

0.35

0.36

0.30

0.33

Specificity

0.95

0.98

0.96

0.98

0.98

0.95

Positive Predictive Power

0.82

0.95

0.93

0.96

0.95

0.92

Negative Predictive Power

0.61

0.57

0.51

0.48

0.54

0.49

Overall Classification Rate

0.64

0.63

0.60

0.59

0.61

0.58

Area Under the Curve (AUC)

0.84

0.87

0.85

0.88

0.89

0.87

AUC 95% Confidence Interval Lower Bound

0.82

0.85

0.83

0.86

0.87

0.85

AUC 95% Confidence Interval Upper Bound

0.86

0.89

0.87

0.89

0.91

0.89

 

Winter

Subgroup: Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.17

0.13

0.11

0.13

0.14

0.17

False Positive Rate

0.06

0.04

Not Provided

0.00

Not Provided

0.02

False Negative Rate

0.37

0.46

Not Provided

0.57

Not Provided

0.48

Sensitivity

0.33

0.24

Not Provided

0.22

Not Provided

0.31

Specificity

0.98

0.99

Not Provided

1.00

Not Provided

0.99

Positive Predictive Power

0.94

0.96

Not Provided

1.00

Not Provided

0.98

Negative Predictive Power

0.63

0.54

Not Provided

0.43

Not Provided

0.52

Overall Classification Rate

0.68

0.59

Not Provided

0.51

Not Provided

0.60

Area Under the Curve (AUC)

0.88

0.86

0.92

0.91

0.93

0.91

AUC 95% Confidence Interval Lower Bound

0.87

0.84

0.91

0.89

0.92

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.87

0.94

0.92

0.94

0.93

 

Winter

Subgroup: Non-Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.08

0.05

0.06

0.05

0.07

0.08

False Positive Rate

0.06

0.04

Not Provided

0.00

Not Provided

0.02

False Negative Rate

0.37

0.46

Not Provided

0.57

Not Provided

0.48

Sensitivity

0.33

0.24

Not Provided

0.22

Not Provided

0.31

Specificity

0.98

0.99

Not Provided

1.00

Not Provided

0.99

Positive Predictive Power

0.94

0.96

Not Provided

1.00

Not Provided

0.98

Negative Predictive Power

0.63

0.54

Not Provided

0.43

Not Provided

0.52

Overall Classification Rate

0.68

0.59

Not Provided

0.51

Not Provided

0.60

Area Under the Curve (AUC)

0.88

0.86

0.92

0.91

0.93

0.91

AUC 95% Confidence Interval Lower Bound

0.87

0.84

0.91

0.89

0.92

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.87

0.94

0.92

0.94

0.93

 

Spring

Subgroup: Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.25

0.29

0.37

0.40

0.47

0.40

False Positive Rate

0.06

0.03

0.01

0.02

0.04

0.02

False Negative Rate

0.38

0.47

0.49

0.56

0.48

0.46

Sensitivity

0.30

0.21

0.32

0.24

0.27

0.38

Specificity

0.98

0.99

1.00

0.99

0.99

0.99

Positive Predictive Power

0.94

0.97

0.99

0.98

0.96

0.98

Negative Predictive Power

0.62

0.53

0.51

0.44

0.52

0.54

Overall Classification Rate

0.67

0.59

0.60

0.53

0.59

0.64

Area Under the Curve (AUC)

0.88

0.86

0.90

0.91

0.91

0.92

AUC 95% Confidence Interval Lower Bound

0.87

0.85

0.88

0.90

0.89

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.88

0.91

0.93

0.92

0.93

 

Spring

Subgroup: Non-Hispanic

Grade

3

4

5

6

7

8

Criterion

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

SBAS math

Cut points: Percentile rank on criterion measure

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

20th percentile

Cut points: Performance score (numeric) on criterion measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Cut points: Corresponding performance score (numeric) on screener measure

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Not Provided

Base rate in the sample for children requiring intensive intervention

0.19

0.24

0.31

0.32

0.39

0.34

False Positive Rate

0.06

0.03

0.01

0.02

0.04

0.02

False Negative Rate

0.38

0.47

0.49

0.56

0.48

0.46

Sensitivity

0.30

0.21

0.32

0.24

0.27

0.38

Specificity

0.98

0.99

1.00

0.99

0.99

0.99

Positive Predictive Power

0.94

0.97

0.99

0.98

0.96

0.98

Negative Predictive Power

0.62

0.53

0.51

0.44

0.52

0.54

Overall Classification Rate

0.67

0.59

0.60

0.53

0.59

0.64

Area Under the Curve (AUC)

0.88

0.86

0.90

0.91

0.91

0.92

AUC 95% Confidence Interval Lower Bound

0.87

0.85

0.88

0.90

0.89

0.90

AUC 95% Confidence Interval Upper Bound

0.90

0.88

0.91

0.93

0.92

0.93

 

Reliability

Grade345678
RatingFull bubbledFull bubbledFull bubbledFull bubbledFull bubbledFull bubbled
  1. Justification for each type of reliability reported, given the type and purpose of the tool: Split-half reliability and Cronbach’s Alpha are both estimates of the internal consistency of the CCSS mathematics measures. Because the easyCBM CCSS mathematics measures are often administered for a set period of time (typically 30 minutes), not all students will complete all items. Having an internally-consistent measure, where scores on two split halves of the assessment are correlated with one another, provides some reassurance that scores obtained when students complete only some of the items (for instance, when they “time out” after responding to only half of the possible items on the assessment) reflect the distribution of scores that would be obtained were the entire test completed.

 

  1. Description of the sample(s), including size and characteristics, for each reliability analysis conducted: Demographic information for the convenience sample used for both the Split-half and Cronbach’s Alpha analyses are presented below. The study was conducted using values from the fall and winter 2013‐2014 CCSS math benchmark assessments. The fall benchmark was taken by 9,360 kindergarteners; 18,911 grade 1 students; 20,910 grade 2 students; 18,356 grade 3 students; 18,229 grade 4 students; 18,652 grade 5 students; 11,860 grade 6 students; 10,384 grade 7 students; and 8,961 grade 8 students for a total of 135,893 participants.  The winter benchmark was taken by 14,158 kindergarteners; 20,448 grade 1 students; 22,441 grade 2 students; 20,807 grade 3 students; 20,031 grade 4 students; 19,446 grade 5 students; 11,919 grade 6 students; 10,116 grade 7 students; and 9,254 grade 8 students for a total of 148,640 participants.  Students of American Indian or Alaskan Native descent comprised 1‐4% of the sample, and Asian students made up 2‐3% of the sample across all grades. Black or African American students made up 10‐19% of the sample in grade K‐2 and 3‐5% of the sample in grade 3‐8. Native Hawaiian or other Pacific Islander students made up 0‐1% and students identified as Two or more Races constituted 1‐2% of the sample across all grades. Lastly, White students made up 44‐55% of the sample, and those classified as Unknown ethnicity made up 29‐47% of the sample across all grades.   Similarly, students identified as Hispanic/Latino made up 8‐16% of the sample and students identified as Not Hispanic/Latino made up 48‐70% of the sample, varying by grade level. The percentage of ELL students in the sample had a range of 16‐33%.  Students identified by their districts as disabled constituted 17‐31% of the sample. Males made up 49‐53% of the sample. 

 

  1. Description of the analysis procedures for each reported type of reliability: Prior to analysis, students who had not responded to any items on a particular math measure were removed from the dataset. Next, the data were examined for scoring irregularities, and any out‐of‐range values were removed. One 5th grade student from the winter benchmark was removed due to a score being not within the possible range for the measure.  The measures were analyzed for internal consistency using Cronbach’s Alpha and Split‐half reliability (first half/second half). For the split‐half reliability, the measures were analyzed using the first half to the median compared to the second half.

 

  1. Reliability of performance level score (e.g., model-based, internal consistency, inter-rater reliability).

Type of Reliability

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Split-half

K

17838

0.79

0.82

0.83

Split-half

1

22409

0.82

0.85

0.85

Split-half

2

29362

0.84

0.86

0.87

Split-half

3

25104

0.82

0.85

0.86

Split-half

4

24860

0.85

0.87

0.88

Split-half

5

30162

0.84

0.86

0.87

Split-half

6

23562

0.88

0.89

0.90

Split-half

7

15574

0.86

0.87

0.88

Split-half

8

9690

0.86

0.88

0.89

Cronbach’s Alpha

K

17838

0.81

0.81

0.82

Cronbach’s Alpha

1

22409

0.84

0.84

0.84

Cronbach’s Alpha

2

29362

0.86

0.86

0.86

Cronbach’s Alpha

3

25104

0.85

0.84

0.85

Cronbach’s Alpha

4

24860

0.87

0.87

0.87

Cronbach’s Alpha

5

30162

0.86

0.86

0.86

Cronbach’s Alpha

6

23562

0.89

0.89

0.89

Cronbach’s Alpha

7

15574

0.87

0.87

0.88

Cronbach’s Alpha

8

9690

0.88

0.88

0.88

 

Disaggregated Reliability

The following disaggregated reliability data are provided for context and did not factor into the Reliability rating.

Type of Reliability

Subgroup

Age or Grade

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Cronbach’s Alpha

Male

K

9114

0.82

0.81

0.83

Cronbach’s Alpha

Female

K

8160

0.81

0.80

0.81

Cronbach’s Alpha

Male

1

11254

0.85

0.84

0.85

Cronbach’s Alpha

Female

1

10569

0.83

0.83

0.84

Cronbach’s Alpha

Male

2

14633

0.87

0.87

0.87

Cronbach’s Alpha

Female

2

14150

0.85

0.84

0.85

Cronbach’s Alpha

Male

3

12525

0.85

0.85

0.86

Cronbach’s Alpha

Female

3

12062

0.84

0.83

0.84

Cronbach’s Alpha

Male

4

12559

0.87

0.87

0.88

Cronbach’s Alpha

Female

4

11817

0.86

0.86

0.86

Cronbach’s Alpha

Male

5

15091

0.87

0.87

0.87

Cronbach’s Alpha

Female

5

14574

0.85

0.84

0.85

Cronbach’s Alpha

Male

6

12098

0.90

0.89

0.90

Cronbach’s Alpha

Female

6

11062

0.89

0.88

0.89

Cronbach’s Alpha

Male

7

7658

0.88

0.88

0.89

Cronbach’s Alpha

Female

7

7054

0.86

0.86

0.87

Cronbach’s Alpha

Male

8

5054

0.88

0.88

0.89

Cronbach’s Alpha

Female

8

4534

0.87

0.87

0.87

Split-half

Male

K

9114

0.80

0.82

0.84

Split-half

Female

K

8160

0.79

0.81

0.83

Split-half

Male

1

11254

0.83

0.85

0.86

Split-half

Female

1

10569

0.82

0.84

0.85

Split-half

Male

2

14633

0.85

0.87

0.88

Split-half

Female

2

14150

0.82

0.85

0.86

Split-half

Male

3

12525

0.84

0.86

0.87

Split-half

Female

3

12062

0.81

0.84

0.85

Split-half

Male

4

12559

0.86

0.88

0.89

Split-half

Female

4

11817

0.84

0.86

0.87

Split-half

Male

5

15091

0.85

0.87

0.88

Split-half

Female

5

14574

0.83

0.85

0.86

Split-half

Male

6

12098

0.88

0.90

0.91

Split-half

Female

6

11062

0.87

0.89

0.90

Split-half

Male

7

7658

0.87

0.88

0.89

Split-half

Female

7

7054

0.85

0.86

0.87

Split-half

Male

8

5054

0.87

0.89

0.89

Split-half

Female

8

4534

0.86

0.87

0.88

Cronbach’s Alpha

SPED

K

1777

0.80

0.78

0.81

Cronbach’s Alpha

GenEd

K

14319

0.82

0.81

0.82

Cronbach’s Alpha

SPED

1

2231

0.83

0.82

0.84

Cronbach’s Alpha

GenEd

1

17096

0.84

0.83

0.84

Cronbach’s Alpha

SPED

2

2766

0.84

0.84

0.85

Cronbach’s Alpha

GenEd

2

22189

0.85

0.85

0.86

Cronbach’s Alpha

SPED

3

2927

0.88

0.87

0.89

Cronbach’s Alpha

GenEd

3

17450

0.84

0.83

0.84

Cronbach’s Alpha

SPED

4

3255

0.89

0.89

0.90

Cronbach’s Alpha

GenEd

4

17512

0.86

0.86

0.86

Cronbach’s Alpha

SPED

5

4283

0.89

0.89

0.90

Cronbach’s Alpha

GenEd

5

20955

0.84

0.84

0.85

Cronbach’s Alpha

SPED

6

3186

0.90

0.90

0.91

Cronbach’s Alpha

GenEd

6

18240

0.89

0.88

0.89

Cronbach’s Alpha

SPED

7

2458

0.91

0.90

0.91

Cronbach’s Alpha

GenEd

7

11003

0.86

0.86

0.87

Cronbach’s Alpha

SPED

8

1160

0.89

0.89

0.90

Cronbach’s Alpha

GenEd

8

7353

0.87

0.87

0.87

Split-half

SPED

K

1777

0.77

0.80

0.82

Split-half

GenEd

K

14319

0.80

0.82

0.83

Split-half

SPED

1

2231

0.81

0.83

0.84

Split-half

GenEd

1

17096

0.82

0.84

0.85

Split-half

SPED

2

2766

0.82

0.85

0.86

Split-half

GenEd

2

22189

0.83

0.86

0.87

Split-half

SPED

3

2927

0.86

0.88

0.90

Split-half

GenEd

3

17450

0.81

0.84

0.85

Split-half

SPED

4

3255

0.88

0.90

0.90

Split-half

GenEd

4

17512

0.84

0.86

0.87

Split-half

SPED

5

4283

0.88

0.89

0.90

Split-half

GenEd

5

20955

0.83

0.84

0.85

Split-half

SPED

6

3186

0.89

0.90

0.91

Split-half

GenEd

6

18240

0.87

0.89

0.90

Split-half

SPED

7

2458

0.90

0.91

0.91

Split-half

GenEd

7

11003

0.84

0.86

0.87

Split-half

SPED

8

1160

0.88

0.89

0.90

Split-half

GenEd

8

7353

0.85

0.87

0.88

Cronbach’s Alpha

American Indian or Alaskan Native

K

258

0.74

0.70

0.79

Cronbach’s Alpha

Asian

K

610

0.83

0.81

0.85

Cronbach’s Alpha

Black or African American

K

1855

0.79

0.77

0.80

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

K

285

0.84

0.81

0.86

Cronbach’s Alpha

Two or more races

K

2142

0.80

0.79

0.81

Cronbach’s Alpha

White

K

10329

0.81

0.81

0.82

Cronbach’s Alpha

American Indian or Alaskan Native

1

296

0.83

0.80

0.85

Cronbach’s Alpha

Asian

1

658

0.84

0.83

0.86

Cronbach’s Alpha

Black or African American

1

2191

0.82

0.81

0.83

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

1

324

0.82

0.79

0.84

Cronbach’s Alpha

Two or more races

1

2433

0.83

0.82

0.84

Cronbach’s Alpha

White

1

12920

0.84

0.84

0.84

Cronbach’s Alpha

American Indian or Alaskan Native

2

465

0.86

0.84

0.88

Cronbach’s Alpha

Asian

2

944

0.88

0.87

0.89

Cronbach’s Alpha

Black or African American

2

2216

0.83

0.82

0.84

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

2

521

0.86

0.85

0.88

Cronbach’s Alpha

Two or more races

2

4131

0.84

0.84

0.85

Cronbach’s Alpha

White

2

15532

0.85

0.85

0.86

Cronbach’s Alpha

American Indian or Alaskan Native

3

540

0.84

0.82

0.86

Cronbach’s Alpha

Asian

3

814

0.87

0.86

0.88

Cronbach’s Alpha

Black or African American

3

2911

0.79

0.77

0.80

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

3

130

0.81

0.77

0.86

Cronbach’s Alpha

Two or more races

3

2045

0.84

0.83

0.85

Cronbach’s Alpha

White

3

13117

0.85

0.84

0.85

Cronbach’s Alpha

American Indian or Alaskan Native

4

566

0.87

0.85

0.88

Cronbach’s Alpha

Asian

4

855

0.87

0.86

0.89

Cronbach’s Alpha

Black or African American

4

3680

0.81

0.81

0.82

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

4

130

0.88

0.85

0.91

Cronbach’s Alpha

Two or more races

4

1882

0.85

0.84

0.86

Cronbach’s Alpha

White

4

12945

0.86

0.86

0.87

Cronbach’s Alpha

American Indian or Alaskan Native

5

632

0.86

0.84

0.87

Cronbach’s Alpha

Asian

5

922

0.89

0.88

0.90

Cronbach’s Alpha

Black or African American

5

4278

0.78

0.77

0.79

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

5

167

0.83

0.79

0.86

Cronbach’s Alpha

Two or more races

5

2076

0.84

0.83

0.85

Cronbach’s Alpha

White

5

16197

0.85

0.85

0.86

Cronbach’s Alpha

American Indian or Alaskan Native

6

550

0.87

0.85

0.88

Cronbach’s Alpha

Asian

6

1708

0.91

0.90

0.91

Cronbach’s Alpha

Black or African American

6

3161

0.83

0.83

0.84

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

6

121

0.86

0.83

0.90

Cronbach’s Alpha

Two or more races

6

1412

0.83

0.82

0.84

Cronbach’s Alpha

White

6

13645

0.89

0.89

0.89

Cronbach’s Alpha

American Indian or Alaskan Native

7

264

0.81

0.78

0.84

Cronbach’s Alpha

Asian

7

454

0.93

0.93

0.94

Cronbach’s Alpha

Black or African American

7

2642

0.76

0.75

0.78

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

7

50

0.90

0.85

0.94

Cronbach’s Alpha

Two or more races

7

1383

0.84

0.83

0.85

Cronbach’s Alpha

White

7

8080

0.88

0.87

0.88

Cronbach’s Alpha

American Indian or Alaskan Native

8

254

0.86

0.85

0.87

Cronbach’s Alpha

Asian

8

351

0.89

0.89

0.90

Cronbach’s Alpha

Black or African American

8

1810

0.84

0.83

0.84

Cronbach’s Alpha

Native Hawaiian or Other Pacific Islander

8

48

0.85

0.83

0.87

Cronbach’s Alpha

Two or more races

8

683

0.87

0.87

0.88

Cronbach’s Alpha

White

8

5767

0.88

0.88

0.88

Split-half

American Indian or Alaskan Native

K

258

0.69

0.75

0.79

Split-half

Asian

K

610

0.81

0.84

0.86

Split-half

Black or African American

K

1855

0.76

0.79

0.81

Split-half

Native Hawaiian or Other Pacific Islander

K

285

0.80

0.84

0.87

Split-half

Two or more races

K

2142

0.78

0.80

0.82

Split-half

White

K

10329

0.79

0.82

0.83

Split-half

American Indian or Alaskan Native

1

296

0.79

0.83

0.86

Split-half

Asian

1

658

0.82

0.85

0.87

Split-half

Black or African American

1

2191

0.80

0.82

0.84

Split-half

Native Hawaiian or Other Pacific Islander

1

324

0.78

0.82

0.85

Split-half

Two or more races

1

2433

0.81

0.83

0.85

Split-half

White

1

12920

0.82

0.84

0.85

Split-half

American Indian or Alaskan Native

2

465

0.83

0.86

0.88

Split-half

Asian

2

944

0.86

0.88

0.90

Split-half

Black or African American

2

2216

0.80

0.83

0.85

Split-half

Native Hawaiian or Other Pacific Islander

2

521

0.84

0.87

0.89

Split-half

Two or more races

2

4131

0.82

0.85

0.86

Split-half

White

2

15532

0.83

0.86

0.87

Split-half

American Indian or Alaskan Native

3

540

0.81

0.84

0.87

Split-half

Asian

3

814

0.84

0.87

0.89

Split-half

Black or African American

3

2911

0.76

0.79

0.81

Split-half

Native Hawaiian or Other Pacific Islander

3

130

0.76

0.82

0.86

Split-half

Two or more races

3

2045

0.82

0.85

0.86

Split-half

White

3

13117

0.82

0.85

0.86

Split-half

American Indian or Alaskan Native

4

566

0.85

0.87

0.89

Split-half

Asian

4

855

0.86

0.88

0.89

Split-half

Black or African American

4

3680

0.79

0.82

0.83

Split-half

Native Hawaiian or Other Pacific Islander

4

130

0.85

0.88

0.91

Split-half

Two or more races

4

1882

0.83

0.85

0.87

Split-half

White

4

12945

0.85

0.87

0.88

Split-half

American Indian or Alaskan Native

5

632

0.83

0.86

0.88

Split-half

Asian

5

922

0.88

0.89

0.91

Split-half

Black or African American

5

4278

0.75

0.78

0.80

Split-half

Native Hawaiian or Other Pacific Islander

5

167

0.78

0.83

0.86

Split-half

Two or more races

5

2076

0.82

0.84

0.86

Split-half

White

5

16197

0.84

0.86

0.86

Split-half

American Indian or Alaskan Native

6

550

0.84

0.87

0.89

Split-half

Asian

6

1708

0.89

0.91

0.92

Split-half

Black or African American

6

3161

0.81

0.83

0.85

Split-half

Native Hawaiian or Other Pacific Islander

6

121

0.82

0.86

0.90

Split-half

Two or more races

6

1412

0.81

0.83

0.85

Split-half

White

6

13645

0.88

0.89

0.90

Split-half

American Indian or Alaskan Native

7

264

0.77

0.81

0.84

Split-half

Asian

7

454

0.92

0.94

0.95

Split-half

Black or African American

7

2642

0.74

0.76

0.78

Split-half

Native Hawaiian or Other Pacific Islander

7

50

0.85

0.90

0.94

Split-half

Two or more races

7

1383

0.82

0.84

0.85

Split-half

White

7

8080

0.86

0.88

0.89

Split-half

American Indian or Alaskan Native

8

254

0.84

0.86

0.87

Split-half

Asian

8

351

0.88

0.90

0.90

Split-half

Black or African American

8

1810

0.81

0.84

0.85

Split-half

Native Hawaiian or Other Pacific Islander

8

48

0.82

0.85

0.87

Split-half

Two or more races

8

683

0.86

0.88

0.88

Split-half

White

8

5767

0.87

0.88

0.89

 

Validity

Grade345678
RatingEmpty bubbleHalf-filled bubbleHalf-filled bubbleFull bubbleFull bubbleFull bubble

1.Description of each criterion measure used and explanation as to why each measure is appropriate, given the type and purpose of the tool: Two separate studies are described here.

STUDY 1: We analyzed the relation between the easyCBM CCSS Mathematics Assessment (Grades 3-8) and the Mathematics section of the Smarter Balanced Assessment (SBAS). The widespread use of SBAS across the United States makes it an appropriate measure to use for analyzing criterion validity (both predictive and concurrent). It is external to the easyCBM system and is considered a high-stakes assessment, as it is the measure many states are using for their statewide large-scale assessment system.

STUDY 2: We analyzed the relation between the easyCBM CCSS Mathematics Winter Benchmark Assessment (Grades 6-8) and the Stanford Achievement Test, 10th Edition (SAT-10), given one week later.  We selected the SAT-10 based on its documented validity evidence (Pearson, 2004) and because both tests were designed to measure a similar construct (mathematics). 

 

2.Description of the sample(s), including size and characteristics, for each validity analysis conducted: STUDY 1: Data for this study came from a convenience sample provided by two school districts in the Pacific Northwest. All students enrolled in school and present during the three-week easyCBM Benchmark Assessment windows in the fall (September 2014), winter (January 2015) and spring (May 2015) were administered the easyCBM assessments. All enrolled students were likewise administered the Smarter Balanced assessments during the testing window provided by the state in the spring of 2015. The data set provided by the districts included easyCBM CCSS Math, Passage Reading Fluency, Vocabulary, and Multiple-Choice Reading Comprehension (MCRC) as well as Smarter Balanced Math and English Language Arts total scores for students enrolled in grades 3-8. District 1 provided data for Grades 3-8, while District 2 provided data for Grades 4-8. In addition, District 1 provided demographic information, while District 2 (approximately ¼ the size of the first district) did not. Because of the missing demographics from a large proportion of the sample, the percentages for each of the demographic variables are calculated based on the students in the sample whose data included full-resolution demographic information.

During data cleaning, data from students who were administered the Alternate Assessment rather than the General Education assessment were removed from the dataset prior to further analyses. In all, six students each from Grades 4, 6, and 7 and three students from Grade 5 were removed from the dataset in this step.  Data from all additional students were retained.

STUDY 2: This convenience sample came from a random sample of students per grade (grades 6, 7, and 8) within one school in the Pacific Northwest. The 6th grade sample (n = 67) included 33 girls, 8 students receiving special education services (SPED classification included: 1 identified as having an intellectual disability, 1 communication disorder, 1 other health impairment, and 6 learning disability). Of the 67 students, 6 were identified as English Language Learners, and 42 received free (n=36) or reduced-price (n=6) meals. In all, 56 students in this sample were identified as white, 7 as Hispanic, 1 as Asian, and 3 as “other”.  The 7th grade sample (n = 63) included 24 girls, 7 students receiving special education services (SPED classification included: 3 identified as having an intellectual disability, 1 other health impairment, and 3 learning disability). Of the 63 students, 3 were identified as English Language Learners, and 36 received free (n=31) or reduced-price (n=5) meals. In all, 49 students in this sample were identified as white, 7 as Hispanic, 2 as Black/African American, and 5 as “other”.  The 8th grade sample (n = 64) included 38 girls, 6 students receiving special education services (SPED classification included: 1 Autism spectrum disorder, 1 other health impairment, and 4 learning disability). Of the 64 students, 0 were identified as English Language Learners, and 29 received free (n=22) or reduced-price (n=7) meals. In all, 51 students in this sample were identified as white, 10 as Hispanic, and 2 as “other”. 

 

3.Description of the analysis procedures for each reported type of validity: In both studies, we analyzed the data using bivariate correlations and linear regression using the SPSS software.

 

4.Validity for the performance level score (e.g., concurrent, predictive, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of Validity

Grade

Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

3

Smarter Balanced Assessment

1257

0.58

0.54

0.63

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

3

Smarter Balanced Assessment

1302

0.64

0.60

0.69

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

3

Smarter Balanced Assessment

1303

0.63

0.59

0.68

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

4

Smarter Balanced Assessment

1539

0.64

0.60

0.68

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

4

Smarter Balanced Assessment

1586

0.63

0.59

0.67

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

4

Smarter Balanced Assessment

1602

0.61

0.57

0.65

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

5

Smarter Balanced Assessment

1536

0.64

0.60

0.68

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

5

Smarter Balanced Assessment

1576

0.63

0.59

0.67

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

5

Smarter Balanced Assessment

1502

0.61

0.57

0.65

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

6

Smarter Balanced Assessment

1503

0.65

0.61

0.69

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

6

Smarter Balanced Assessment

1562

0.71

0.68

0.75

Concurrent (Win. easyCBM CCSS Math à SAT-10)

6

SAT-10

67

0.82

0.80

0.85

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

6

Smarter Balanced Assessment

1545

0.72

0.69

0.76

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

7

Smarter Balanced Assessment

1439

0.68

0.64

0.72

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

7

Smarter Balanced Assessment

1482

0.76

0.73

0.80

Concurrent (Win. easyCBM CCSS Math à SAT-10)

7

SAT-10

63

0.67

0.63

0.72

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

7

Smarter Balanced Assessment

1490

0.73

0.69

0.76

Predictive (Fall easyCBM CCSS Math à Spring SBAS)

8

Smarter Balanced Assessment

1376

0.62

0.58

0.66

Predictive (Win. easyCBM CCSS Math à Spring SBAS)

8

Smarter Balanced Assessment

1495

0.65

0.61

0.69

Concurrent (Win. easyCBM CCSS Math à SAT-10)

8

SAT-10

64

0.70

0.67

0.74

Concurrent (Spr easyCBM CCSS Math à Spring SBAS)

8

Smarter Balanced Assessment

1476

0.67

0.63

0.71

 

5.Results for other forms of validity (e.g. factor analysis) not conducive to the table format: Not Provided  

 

6.Describe the degree to which the provided data support the validity of the tool: Data from both studies support the concurrent and predictive validity of the tool. Correlations between the easyCBM CCSS Mathematics measures and two very different external measures of mathematics suggest that the easyCBM CCSS Math assessments are, indeed, capturing important information about students’ knowledge of mathematics. The easyCBM CCSS Mathematics measures consistently predict student performance on other measures of mathematics.

 

Disaggregated Validity

The following disaggregated validity data are provided for context and did not factor into the Validity rating.

Type of Validity

Subgroup

Age or Grade

Test or Criterion

n

Coefficient

95% Confidence Interval: Lower Bound

95% Confidence Interval: Upper Bound

None

 

 

 

 

 

 

 

 

Results for other forms of disaggregated validity (e.g. factor analysis) not conducive to the table format: Not Provided

Sample Representativeness

Grade345678
Data
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Regional without Cross-Validation
  • Primary Classification Accuracy Sample

    Criterion 1, Fall

    Grade

    3

    4

    5

    6

    7

    8

    Criterion

    SBAS math

    SBAS math

    SBAS math

    SBAS math

    SBAS math

    SBAS math

    National/Local Representation

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Pacific Northwest, OR and WA

    Date

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    SY2014-15

    Sample Size

    26250

    30567

    30483

    29800

    29267

    34250

    Male

    12667

    12100

    12517

    12117

    11817

    13783

    Female

    11467

    11800

    11667

    11417

    11133

    13317

    Gender Unknown

    2117

    6667

    6300

    6267

    6317

    7150

    Free or Reduced-price Lunch Eligible

    8133

    8233

    7933

    8300

    7433

    7717

    White, Non-Hispanic

    5617

    4883

    5617

    4567

    5283

    7283

    Black, Non-Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Hispanic

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    American Indian/Alaska Native

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Other

    20633

    25683

    24867

    25233

    23983

    26967

    Race/Ethnicity Unknown

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Disability Classification

    2683

    2767

    2550

    2567

    2283

    2750

    First Language

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Not Provided

    Language Proficiency Status

    2700

    2467

    2267

    1783

    1900

    1667

     

    Bias Analysis Conducted

    Grade345678
    RatingYesYesYesYesYesYes
    1. Description of the method used to determine the presence or absence of bias: We ran DIF analyses for all our CCSS Math measures using the Mantel-Haenszel (MH) procedure with an iterative purification process. Items were evaluated by the delta MH statistic, and assigned letter grades (A, B, or C) based on the recommendation of Holland and Thayer (1988). 

     

    1. Description of the subgroups for which bias analyses were conducted: We conducted DIF analyses for the following sub-groups: gender, disability status, and race/ethnicity.

     

    1. Description of the results of the bias analyses conducted, including data and interpretative statements: Results indicated the CCSS math measures are not biased against gender, disability status, or race/ethnicity. At all grade levels, and all seasons, the CCSS math measures received a grade of “A” in the DIF analyses in all three of the groupings examined. 

     

    Grade

    Indicator

    Letter Grade Assigned

    K

    disability_grades

    All 20 items = A

    K

    female_grades

    All 20 items = A

    K

    minority_grades

    All 20 items = A

    1

    disability_grades

    All 20 items = A

    1

    female_grades

    All 20 items = A

    1

    minority_grades

    All 20 items = A

    2

    disability_grades

    All 20 items = A

    2

    female_grades

    All 20 items = A

    2

    minority_grades

    All 20 items = A

    3

    disability_grades

    All 20 items = A

    3

    female_grades

    All 20 items = A

    3

    minority_grades

    All 20 items = A

    4

    disability_grades

    All 20 items = A

    4

    female_grades

    All 20 items = A

    4

    minority_grades

    All 20 items = A

    5

    disability_grades

    All 20 items = A

    5

    female_grades

    All 20 items = A

    5

    minority_grades

    All 20 items = A

    6

    disability_grades

    All 20 items = A

    6

    female_grades

    All 20 items = A

    6

    minority_grades

    All 20 items = A

    7

    disability_grades

    All 20 items = A

    7

    female_grades

    All 20 items = A

    7

    minority_grades

    All 20 items = A

    8

    disability_grades

    All 20 items = A

    8

    female_grades

    All 20 items = A

    8

    minority_grades

    All 20 items = A

     

    Administration Format

    Grade345678
    Data
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Individual
  • Group
  • Administration & Scoring Time

    Grade345678
    Data
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • 30 minutes
  • Scoring Format

    Grade345678
    Data
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Automatic
  • Types of Decision Rules

    Grade345678
    Data
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Risk Levels
  • Evidence Available for Multiple Decision Rules

    Grade345678
    Data
  • No
  • No
  • No
  • No
  • No
  • No