Comparing Computer Adaptive and Curriculum-Based Measures of Math in Progress Monitoring.
The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and b...
| Publicado en: | School Psychology Quarterly Vol. 30; no. 4; pp. 470 - 488 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=111551129&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 111551129 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10453830 10V jtl: School Psychology Quarterly issn: 10453830 maglogo: N pubinfo: dt: Dec2015 vid: 30 iid: 4 pid: 34 pub: American Psychological Association artinfo: ui: 111551129 10.1037/spq0000116 ppf: 470 ppct: 18 formats: tig: atl: Comparing Computer Adaptive and Curriculum-Based Measures of Math in Progress Monitoring. aug: au: Shapiro, Edward S. Minyi Shih Dennis Qiong Fu affil: Lehigh University su: Curriculum School psychology Computer science Adaptive control systems Computer adaptive testing Mathematical analysis sug: subj: Curriculum Research and Development in the Physical, Engineering, and Life Sciences (except Biotechnology) Research and development in the physical, engineering and life sciences School psychology Computer science Adaptive control systems Computer adaptive testing Mathematical analysis keyword: computer adaptive test curriculum-based measurement mathematics assessment progress monitoring computer adaptive test curriculum-based measurement mathematics assessment progress monitoring ab: The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening assessments (i.e., the computer adaptive test or the CBM assessment just before the administration of the state assessment). Repeated measurement of mathematics once per month across a 7-month period using a Computer Adaptive Test (STAR-Math) and Curriculum-Based Measurement (CBM, AIMSweb Math Computation, AIMSweb Math Concepts/Applications) was collected for a maximum total of 250 third, fourth, and fifth grade students. Results showed STAR-Math in all 3 grades and AIMSweb Math Concepts/Applications in the third and fifth grades had primarily linear growth patterns in mathematics. AIMSweb Math Computation in all grades and AIMSweb Math Concepts/Applications in Grade 4 had decelerating positive trends. Predictive validity evidence showed the strongest relationships were between STARMath and outcomes for third and fourth grade students. The blockwise multiple regression by grade revealed that slopes accounted for only a very small proportion of additional variance above and beyond what was explained by the scores obtained on a single point of assessment just prior to the administration of the state assessment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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