Comparing Different Scoring Process of Using Mobile Curriculum-Based Measurement Application for Monitoring Children's Progress in Mathematics

摘要

The current study proposed the application of curriculum-based measurement (iCBM) in mathematics via mobile technology. The purpose of this study was to compare the reliability and validity of iCBM by using the re-vised digital scoring process (R-DS) and the original digital scoring process (DS). The results showed that the reliability of R-DS were higher than DS scoring procedure. The latent growth modeling analysis can be used for re-porting information on the reliability of CBM measures when employing longitudinal mathematics performances. Based on the results, R-DS is more stable and accurate scoring procedure than the DS procedure by the iCBM application.