The purpose of this study was to evaluate validity and reliability of science CBM. Especially, this
study evaluate the unique effect of CBM validity, controlling for reading achievement. In this study,
70 sixth graders from B elementary school in the A city were participated. The assessment tools used
in this study were science CBM, reading maze CBM, and science final exam. Validity and reliability
of science CBM were evaluated in term of two levels suggested by Fuchs(2004). This study showed
that technical adequacies of science CBM were good in terms of the two levels. In addition, science
CBM was statistically significant predictive variable, controlling for reading achievement. limitations and
implication are discussed.