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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