Predicting Academic Achievement Growth among Low-Income Mexican American Learners Using Dynamic and Static Assessments

Autor/inn/en	Matthews, Michael S.; Farmer, Jennie
Titel	Predicting Academic Achievement Growth among Low-Income Mexican American Learners Using Dynamic and Static Assessments
Quelle	In: Australasian Journal of Gifted Education, 26 (2017) 1, S.5-21 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Academic Achievement; Achievement Gains; Predictive Measurement; Hispanic American Students; Academic Ability; Grade 2; Followup Studies; Individual Differences; Evaluation Methods; Test Validity; Test Reliability; Performance Based Assessment; Statistical Significance; Correlation; Gifted; Ability Identification; Predictive Validity; Alternative Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; School year 02; 2. Schuljahr; Schuljahr 02; Follow-up studies; Kontaktstudium; Individueller Unterschied; Testvalidität; Testreliabilität; Leistungsermittlung; Korrelation; Begabter, Hoch Begabter
Abstract	Dynamic assessment methods, initially developed by Feuerstein in the 1970s, have been recommended as being more equitable for identifying the academic abilities of students who may not perform well on traditional assessments due to these learners' cultural, linguistic, or economic differences from the population for whom the traditional measures were developed. In this exploratory study we examined seven years' follow-up performance on a state proficiency test to determine the extent to which dynamic and static measures administered in second grade predicted academic growth among a low-income population of students of Mexican American heritage. Based on a series of multilevel models, we concluded that neither the dynamic nor static test performance was a statistically significant predictor of individual differences in growth, though confidence intervals are suggestive that a larger sample with more power might identify such a relationship. We discuss findings in the context of identification for gifted education programming. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01