Date of Award




Document Type


Degree Name

Doctor of Psychology (PsyD)


Department of Educational and Counseling Psychology


School Psychology

Content Description

1 online resource (vi, 107 pages) : illustrations.

Dissertation/Thesis Chair

Benjamin Solomon

Committee Members

Amanda VanDerHeyden, Mariola Moeyaert


Curriculum-based assessment, Decision making, Mathematics

Subject Categories



This study was designed to evaluate decision-making accuracy at the classwide level within the context of classwide math intervention, where decisions are made regarding whether or not a class as a whole has met the predefined mastery criterion for a specific math skill. The current study examined decision accuracy when using existing classwide decision-making practices, in which one classwide data point is compared to the mastery criterion. In addition, the current study assessed the role of three variables: class size, decision rule used, and rate of classwide growth. As part of this study, an existing data set containing progress monitoring scores for students receiving classwide math intervention was analyzed to obtain information about characteristics of classwide growth, such as the average starting score, the average rate of growth, and extent of variability among students within classrooms. This information was then used to inform the parameters for a simulation of student data. The simulated data set was analyzed to address this study’s research questions related to decision-making accuracy. In general, results typically indicated favorable levels of accuracy for decisions made during classwide math intervention and provided support for the use of existing recommended classwide decision-making practices. Some variation in accuracy rates were observed based on class size, decision rule, and growth rate conditions, as well as the time at which decisions were made relative to when a class met the mastery criterion. This study is an initial attempt to evaluate decision-making accuracy at the classwide level. Future research that includes a wider range of classwide conditions may be useful to further understand decision-making practices used during classwide intervention.

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