Date of Submission
Doctor of Psychology (PsyD)
Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology
George McCloskey, PhD, Chairperson
Yuma Tomes, PhD
Dennis L Seaman, EdD
Today, a considerable emphasis is placed on students’ performance on state-wide achievement tests. In light of the mounting pressure for accountability for student academic achievement on state-wide tests, the use of curriculum-based measurement (CBM) methods for monitoring student progress, identifying students at risk for failing state tests, and identifying skill deficits to be addressed through interventions to increase student performance could prove beneficial. This study examined the relationship of the Measures of Academic Progress Math CBM (MAP) to performance on the Pennsylvania System of School Achievement (PSSA) with correlational analysis and the calculation of sensitivity and specificity indices and kappa values to examine the predictive power of MAP scores. The study also introduced the use of two additional indices – The Improvement Index and the Instability Index –to describe the relationship between progress monitoring measures (MAP) and outcomes measures (PSSA) and evaluate the effectiveness of instruction and progress monitoring efforts. The study also conducted a more in-depth analysis of score change patterns, analyzing the patterns produced by students’ individual score changes from fall MAP to Spring MAP to PSSA.
Lucas, Joseph H., "Using Math Curriculum Based Assessments to Predict Student Performance on the Pennsylvania System of School Assessment Math Test" (2013). PCOM Psychology Dissertations. 244.