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AbstractThis study investigated the technical characteristics of four early measurement curriculum-based measures (EM-CBMs) designed to assess concepts related to linear measurement and iteration. The sample consisted of 221 first grade students. Data were collected at two time points approximately 10 weeks apart. Reliability and concurrent and predictive validity correlations were in the low to moderate range. We discuss study results related to screening for risk status including limitations to the current work and future directions for research.Impact StatementThe importance of measurement in mathematics development is garnering increased attention. Exploring measures to screen students for risk status is critical to enable schools to allocate resources to students in need of intervention services. The findings in this manuscript represent a first exploratory attempt to develop screening measures in the area of measurement.

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