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It explains how the assessment system supports teachers with diagnostic information on specific skill domains, including alternate items and feedback on correctness. It outlines grade-level alignment to common core standards, item creation via Excel algorithms, and formal alignment with easyCBM through coordinated module review. The manual includes tables showing alignment reliability so teachers can use CBMSkills as an assessment-intervention platform to improve student performance on easyCBM.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cbmskills-mathematics-development-technical-manual/583162/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cbmskills-mathematics-development-technical-manual/583162.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of CBMSkills in relation to easyCBM?","Question",{"text":112,"@type":113},"CBMSkills is developed to complement easyCBM by preserving easyCBM’s technical adequacy while giving teachers a smart assessment that directly targets skill development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does CBMSkills define student mastery?",{"text":117,"@type":113},"Mastery is defined as percent proficient, categorized as Bronze (70%–79%), Silver (80%–89%), or Gold (90% or more) based on item correctness within skill domains.",{"name":119,"@type":110,"acceptedAnswer":120},"How is alignment between CBMSkills and easyCBM established?",{"text":121,"@type":113},"Modules are formally reviewed for their potential to help students succeed on easyCBM items, with adjustments made in coordinating modules and a subsequent judge confirming or disconfirming the alignment judgments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583162,1792231781,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Technical Report 2505  \nCBMSkills Mathematics Development  \nAuthors arranged alphabetically  \nGerald Tindal, PhD Cengiz Zopluoglu, PhD Aaron Glasgow James Llewellyn University of Oregon  \nPublished by  \nBehavioral Research and Teaching University of Oregon • 175 Education  \n5262 University of Oregon • Eugene, OR 97403-5262 Phone: 541-346-3535 • Fax: 541-346-5689  \n[http://brt.uoregon.edu](http://brt.uoregon.edu)  \nReference: Tindal, G., Zopluoglu, C., Glasgow, A., & Llewellyn, J. (2025) . CBMSkills Mathematics  \nDevelopment. Eugene, OR: Behavioral Research and Teaching, University of Oregon,  \nCopyright © 2025. Behavioral Research and Teaching. All rights reserved. This publication, or parts thereof, may not be used or reproduced in any manner without written permission.  \nThe University of Oregon is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. This document is available in alternative formats upon request.  \nCBMSkills Technical Manual Page 3  \nAbstract  \nThis technical report describes the entire development process for all mathematics items and tests used in CBMSkills. A brief introduction highlights the purpose of the assessment system, noting their important relationship with easyCBM. Given the items are designed to provide teachers diagnostic information on students’ specific skills within uniform domains (alternate items targeting the same skill), along with feedback to students on their correctness in item responses (and when incorrect, providing the answer that is correct as well as overall performance), these assessments are best used formatively that is integrated with instruction. Information is subsequently presented for each grade level describing the common core standards that serve as the blueprint for item development. Then the item development process is presented using various algorithms in Excel to create equivalent alternate items. After item development, a formal alignment of the CBMSkills with easyCBM is described in which the modules are formally reviewed for their potential in helping students be successful on easyCBM items with (a) adjustments made in coordinating the modules, and (b) another judge confirming/disconfirming the first alignment judgments. In the end, tables are presented on the number of easyCBM items that are sufficiently aligned so they can be used in a computer adaptive test (CAT) to place students in the CBMSkills modules for practice and feedback. The technical manual ends with an extensive set of tables placed in an appendix that present the reliability of alignment for each modules in each grade, providing teachers confidence in using CBMSkills as assessment-intervention platform for improving students’ performance on easyCBM.  \nCBMSkills Technical Manual Page 4  \nOrientation to Alignment of easyCBM with CBMSkills  \nThis document presents the rationale for and development ofCBMSkills as a complement to easyCBM. The primary reason for developing CBMSkills is to both preserve the integrity of easyCBM as a technically adequate measure of achievement but also provide teachers a way to directly intervene with a smart assessment system that directly targets skill development. This document focuses primarily on mathematics measures with a slightly different document provided for reading. First, we focus on the purpose of both assessment systems and then address the technical aspects for development and initial validation ofCBMSkills. With outcomes, eventually, we anticipate another edition to this technical manual. Note that easyCBM has scores of technical reports that document its technical adequacy ([https://brtprojects.org](https://brtprojects.org)).  \neasyCBM ([http://easyCBM.org](http://easyCBM.org))–A general outcome measurement (GOM) system for (a) dete","cbCaisY65GhqrkQ0","https://ap.wps.com/l/cbCaisY65GhqrkQ0","pdf",5231699,79,"English","# Abstract\n# Orientation to Alignment of easyCBM with CBMSkills\n## Purpose and development rationale\n## easyCBM as a GOM system\n## CBMSkills as a mastery monitoring system\n## Relationship between easyCBM and CBMSkills\n# Names and Abbreviated Description of Skills/Modules from CCSS","[{\"question\":\"What is the purpose of CBMSkills in relation to easyCBM?\",\"answer\":\"CBMSkills is developed to complement easyCBM by preserving easyCBM’s technical adequacy while giving teachers a smart assessment that directly targets skill development.\"},{\"question\":\"How does CBMSkills define student mastery?\",\"answer\":\"Mastery is defined as percent proficient, categorized as Bronze (70%–79%), Silver (80%–89%), or Gold (90% or more) based on item correctness within skill domains.\"},{\"question\":\"How is alignment between CBMSkills and easyCBM established?\",\"answer\":\"Modules are formally reviewed for their potential to help students succeed on easyCBM items, with adjustments made in coordinating modules and a subsequent judge confirming or disconfirming the alignment judgments.\"}]","CBMSkills Mathematics Development - Technical Manual | PDF",1792046059,199]