Elementary Mathematics Student Assessment: Measuring the Performance of Grade 3, 4, and 5 Students in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Fall 2015. Research Report No. 2018-24

Autor/inn/en	Schoen, Robert C.; Anderson, Daniel; Riddell, Claire M.; Bauduin, Charity
Institution	Florida State University, Learning Systems Institute (LSI)
Titel	Elementary Mathematics Student Assessment: Measuring the Performance of Grade 3, 4, and 5 Students in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Fall 2015. Research Report No. 2018-24
Quelle	(2018), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Schoen, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Elementary School Mathematics; Grade 3; Grade 4; Grade 5; Number Concepts; Fractions; Algebra; Mathematics Tests; Test Construction; Psychometrics; Field Tests; Public Schools; Mathematics Achievement; Scoring; Test Items; Item Response Theory; Test Reliability; Predictive Validity; Scaling; Florida + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Number concept; Zahlbegriff; Bruchrechnung; Testaufbau; Psychometry; Psychometrie; Praxisübung; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bewertung; Test content; Testaufgabe; Item-Response-Theorie; Testreliabilität; Scale construction; Skalenkonstruktion
Abstract	This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3-5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating grade 3, 4, and 5 students in 266 classrooms located in 10 public school districts in Florida during fall 2015. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program on student learning. [This report was prepared by the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) within the Learning Systems Institute.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01