The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice and research use, we examined potential differences between student responding and precision of slope when SSM-CBMs were administered individually and in group (classroom) conditions. No differences in student performance or measure precision were observed between conditions, indicating flexibility in the practical and research use of SSM-CBMs across administration conditions. In addition, findings contributed to the literature examining the stability of SSM-CBMs slopes of progress when used for instructional decision-making. Implications for the administration and interpretation of SSM-CBMs in practice are discussed.

目前对单项技能数学 (SSM) 基于课程的测量 (CBM) 的精度进行检查以进行进度监控的研究的可用性是有限的。鉴于在当前实践和研究使用中观察到的管理条件差异，我们检查了当 SSM-CBM 单独和在小组（课堂）条件下管理时学生反应和斜率精度之间的潜在差异。在不同条件下没有观察到学生表现或测量精度的差异，这表明 SSM-CBM 在不同管理条件下的实际和研究使用具有灵活性。此外，研究结果有助于研究 SSM-CBM 用于教学决策时进展斜率的稳定性的文献。