2026

Overview of 2026 Series Summarizing easyCBM Research (Technical Report 2603-SUM) Eugene, OR: Behavioral Research and Teaching, University of Oregon.The following Technical Reports represent the integration of technical adequacy research on easyCBM® conducted over the past 25 years by researchers at Behavioral Research and Teaching (BRT – https://brtprojects.org). By integrating this research, reviewers can more easily make informed judgments on adoption of various measures.Each report summarizes the original research, though each study is also available on the BRT website. A total of seven summaries are available: Two focus on test development in reading and mathematics, a single summary of both reading and mathematics on alignment to standards, and finally two documents for each of reading and mathematics that address reliability and validity. Tindal, G. TechRpt 2603-SUM

Alignment of easyCBM with Standards in Grades K-8: Reading and Mathematics (Technical Report 2603-AK8RM) Eugene, OR: Behavioral Research and Teaching, University of Oregon.This technical report provides information on various easyCBM® reading measures:Reading Skills with early reading (phonemes and words) and Proficient Reading with literal, inferential, and evaluative comprehension.This technical report provides information on two versions of the easyCBM® mathematics measures: Basic math is aligned to National Council of Teachers of Mathematics in (NCTM) and Proficient math is aligned to the Common Core State Standards (CCSS). Tindal, G. TechRpt 2603-AK8RM

Reliability of easyCBM in Grades K-8: Mathematics (Technical Report 2603-RK8M) Eugene, OR: Behavioral Research and Teaching, University of Oregon. This technical document summarizes primary studies conducted at Behavioral Research and Teaching(BRT) in the development and validation, specifically reliability, of easyCBM® Math measures for GradesK – 8. All studies present summaries of results and then illustrative findings with screen shots of exemplary tables. Note that all primary studies can be obtained at https://brtprojects.org. Note: All tables and figures in this summary are examples of those presented in full within the individual Technical Reports but are not exhaustive, just illustrative. Tindal, G. TechRpt 2603-RK8M

Reliability Analyses for easyCBM in Grades K-8: Reading (Technical Report 2603-RK8R) Eugene, OR: Behavioral Research and Teaching, University of Oregon.

Reliability refers to the degree to which an assessment yields scores that are consistent, precise, and reproducible fora defined purpose, population, and set of testing conditions. In educational measurement, reliability is not a fixed property of a test “in general”; it is an empirical characteristic of scores produced in a particular administration and interpreted for decisions. When reliability is high, observed score differences are more likely to reflect true differences in student performance on the construct being measured rather than random fluctuations in testing conditions, item sampling, or scoring. Tindal, G. TechRpt 2603-RK8R

Test Development for easyCBM in Grades K-8: Mathematics (Technical Report 2603-TDK8M) Eugene, OR: Behavioral Research and Teaching, University of Oregon. This summary synthesizes mathematics item-development evidence for easyCBM® measures across kindergarten through grade 8 as documented in a sequence of Behavioral Research and Teaching technical reports. Across projects, item pools were written to explicit standards (NCTM focal points, state standards, and later CCSS),reviewed for accuracy and bias, and piloted in classroom-like conditions using paper or online delivery. Items were calibrated primarily with Rasch (1PL) models, with outfit fit statistics and distractor analyses used to refine banks and support form assembly. Results across reports indicate that most items functioned as intended, relatively few items required correction or removal, and operational benchmark and progress-monitoring forms could be assembled with closely matched difficulty. Together, these studies describe a repeatable development process that supports screening and growth monitoring. Anchor items and anchored equating supported comparability across seasons and, in later work, vertical scaling across grades. The document highlights implications for interpretability and instructional use. Note: All tables and figures in this summary are examples of those presented in full within the individual Technical Reports but are not exhaustive, just illustrative. Tindal, G. TechRpt 2603-TDK8M

Test Development for easyCBM in Grades K-8: Reading (Technical Report 2603-TDK8R) Eugene, OR: Behavioral Research and Teaching, University of Oregon. This document summarizes item development and key findings across a set of Behavioral Research andTeaching technical reports supporting easyCBM® reading-related measures (and selected supporting work).Development followed explicit test specifications, multi-stage review for alignment and accessibility, pilot testing with standardized administration, and psychometric evaluation using methods matched to measure structure. Rasch calibration was commonly used for early literacy and vocabulary, while passage reading fluency relied on classical form comparisons and comprehension measures used IRT testlet modeling to address passage effects. Across reports, most items and forms demonstrated acceptable fit and targeting, and multiple comparable alternate forms were assembled for benchmarking and progress monitoring.Spanish literacy findings underscore the importance of language-specific constructs, with syllable-level measures showing strong relations to fluency. Results in this summary are illustrative of those reported in each technical report; readers should consult the original documents for full analytic detail and context. for K-8 instructional decision making. Tindal, G. TechRpt 2603-TDK8R

Validity Analyses for easyCBM in Grades K-8: Mathematics (Technical Report 2603-VK8M) Eugene, OR: Behavioral Research and Teaching, University of Oregon. In this series of studies on the validity of the easyCBM® Mathematics measures, the first set of reports summarizes a variety of analytical procedures: psychometric characteristics (difficulty and discrimination as well as fit), alignment with standards, reliability values, and criterion related associations with other measures using correlations along with regression and predictive modeling. The studies were conducted in several locations across the U.S., sampling from different populations, as part of the initial development of the measures, prior to and concurrent with implementation. Note: All tables and figures in this summary are examples of those presented in full within the individual Technical Reports: They are not exhaustive, but only illustrative. Tindal, G. TechRpt 2603-VK8M

Validity Analyses for easyCBM in Grades K-8: Reading (Technical Report 2603-VK8R) Eugene, OR: Behavioral Research and Teaching, University of Oregon. In the Standards for Educational and Psychological Testing (2014), “validity refers to the degree to which evidence and theory support the interpretation of test scores for proposed uses of the test. Validity is, therefore, the most fundamental consideration in developing tests and evaluating tests…It is the interpretations of the test for proposed uses that are evaluated, not the test scores themselves (p. 11)” (American Educational Research Association et al., 2014). The Standards emphasize a unified view of validity: diverse evidence is integrated into a coherent argument that links the construct to the score meaning, the uses, and the decisions made. The Standards describe several major sources of validity evidence. Evidence based on test content evaluates how well the tasks, items, and scoring align with the intended construct and domain. Evidence based on response processes examines the cognitive, behavioral, or rater processes engaged by examinees and scorers and whether they match the construct definition. Evidence based on internal structure evaluates the relationships among items, components, and scores (e.g., dimensionality, factor structure, invariance) and their consistency with the construct. Evidence based on relations to other variables examines expected convergent, discriminant, criterion, and group-difference relations. Evidence based on consequences of testing considers intended and unintended outcomes, including fairness, to the extent that consequences provide information about score meaning and use. Together, these sources justify interpretations and identify limitations. Tindal, G. TechRpt 2603-VK8R