The reliability and validity of curriculum-based measurement readiness probes for kindergarten students

A series of group-administered curriculum-based measurement (CBM) probes we re developed to assist in the identification of kindergarten students exhib iting deficient readiness skills. The technical adequacy of the readiness p robes was assessed in two suburban, public kindergarten centers. Reliabilit y was assessed in three ways with 107 kindergarten students. Alternate form s reliability was assessed via administration of parallel forms of probes. Source reliability was assessed via independent scorer agreement. Item reli ability was assessed via Cronbach's alpha. A random sample of 31 students p articipated in the validity phase of the study. Concurrent, predictive, and social validity were assessed. Acceptable reliability and validity estimat es were obtained for three of the kindergarten probe measures. The use of k indergarten CBM probes as a potential screening device to fit within a larg er framework of functional academic assessment and early intervention is pr oposed.