Measuring Math Growth: Implications for Progress Monitoring. Research Brief 5

Autor/inn/en	Alonzo, Julie; Irvin, P. Shawn
Institution	National Center on Assessment and Accountability for Special Education (NCAASE)
Titel	Measuring Math Growth: Implications for Progress Monitoring. Research Brief 5
Quelle	(2013), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Mathematics Achievement; Progress Monitoring; Response to Intervention; Grade 4; Elementary School Students; Mathematics Tests + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Achievement growth in math is often framed in the context of monitoring student progress within a Response to Intervention (RTI) approach to teaching and learning. In this research brief we report on a study that examined initial status and within-year growth for fourth grade students who received short progress-monitoring assessments in math during the 2011-2012 school year. Our results suggested that while growth in math was statistically observable and linear, given the amount of growth relative to the 16-point scale of the progress-monitoring probes used, it might have limited utility to teachers operating within an RTI framework. Additional research on within-year growth in math is suggested, especially as it relates to the influence of assessment design and instructional practices on such growth. (As Provided).
Anmerkungen	National Center on Assessment and Accountability for Special Education. 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689. Web site: http://ncaase.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01