Development and Validation of Curriculum-Based Measures for Identifying Students with Learning Difficulties and Monitoring Progress in Reading, Writing, and Mathematics in Secondary Education
The MECIR project (PID2024-156511OB-I00) is funded by the Spanish Ministry of Science, Innovation and Universities through the State Research Agency (Agencia Estatal de Investigación, AEI), within the framework of the State Plan for Scientific, Technical and Innovation Research. The MECIR project aims to develop, validate, and standardize a comprehensive set of Curriculum-Based Measures (CBM) for assessing academic achievement and monitoring the progress of students from Grades 7 to 10 of Compulsory Secondary Education (Educación Secundaria Obligatoria, ESO) in three core academic domains: reading, writing, and mathematics. These measures are intended to provide brief, reliable, and curriculum-aligned tools for the early identification of students at risk for learning difficulties and for the systematic monitoring of their academic development. MECIR extends the research conducted over several years by the DEAP&NT Research Group in early childhood and primary education by systematically applying this approach to Spanish-speaking students in secondary education. The project comprises three assessment systems: IPAL-ESO for reading, IPAE-ESO for writing, and IPAM-ESO for mathematics. Each system includes three parallel forms (A, B, and C) administered at the beginning, middle, and end of the school year, allowing researchers to assess not only students’ achievement levels but also their academic growth trajectories. The project uses a longitudinal design and examines the psychometric properties of the measures, including their factorial structure, stability over time, concurrent and predictive validity, sensitivity to change, and accuracy in identifying students at risk. CBM performance is also examined in relation to external indicators of academic achievement, including criterion measures and school grades. These assessment tools are conceived as a key component of Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) frameworks, integrating universal screening with progress monitoring and supporting data-based educational decision-making. Ultimately, MECIR seeks to contribute to the prevention of learning difficulties, guide educational interventions tailored to students’ needs, and promote more inclusive and equitable secondary education.
