The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K (Technical Report No. 1314)

Irvin, P. S., Saven, J. L., Alonzo, J., Park, B. J., Anderson, D., Tindal, G. (2013). The development and scaling of the easyCBM CCSS elementary mathematics measures: Grade K (Technical Report No. 1314). Eugene, OR: Behavioral Research and Teaching, University of Oregon. The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention(RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part,on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications.In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework.