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Using curriculum-based measurement for primary school maths screening
Universal maths screening using curriculum-based measurement (CBM) provides the basis for greater efficiency in primary school teaching, with targeted intervention to improve outcomes, according to this paper.
Although screening and intervention processes associated with multi-tiered support system models are only beginning to be used systematically in Australia, it has gained substantial support in the US.
The paper argues that the purpose of maths screening is preventative in nature, with a focus on identifying issues early, prior to escalation of risk. The authors present information in this paper on the key aspects of high-quality maths screening: definition; purposes; characteristics; best measures to utilise; pros and cons of different maths screeners; logistics; data utilisation by school teams; and resources for identifying high-quality screeners. They also explain how to use screening data to make better decisions about student risk status.
Checklist for decision-making around screening
As school leaders learn more about measures and are able to make more informed choices, greater attention can be given to how to allocate resources for screening tools. Some common questions that should be considered when selecting maths screeners include the following:
- How will the screening data be used?
- Is the screener reliable and valid for the intended use?
- What is the cost of the screening tool compared to the utility? For instance, if this is the first time implementing maths screening, a school may want to pilot a free or low cost screener with a small group of students to get a sense of implementation concerns.
- How long does it take to complete?
- How is the data gathered, where is it stored, and how easy is it to access?
- Who needs to be trained to administer the screening tool and how difficult is it to train?
- How are the assessment results presented?
- What level of ongoing support is required?
- Can the screening tool be used across grades and subject areas?
- Does the tool correctly classify students into the correct ranges according to their skill levels and are students from a variety of backgrounds and programs accurately represented (for instance, students with disabilities and English Learners)?
