Application of Algebra Curriculum-Based Measurements for Decision Making in Middle and High School

Autor/inn/en	Johnson, Evelyn S.; Galow, Patricia A.; Allenger, Robert
Titel	Application of Algebra Curriculum-Based Measurements for Decision Making in Middle and High School
Quelle	In: Assessment for Effective Intervention, 39 (2013) 1, S.3-11 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412461435
Schlagwörter	Algebra; Decision Making; Mathematics Instruction; Middle Schools; High Schools; Secondary School Curriculum; Mathematics Curriculum; Standardized Tests; State Standards; Mathematics Skills; Curriculum Based Assessment; Response to Intervention; Junior High Schools; Rural Schools; Suburban Schools; Basic Skills; Correlation; At Risk Students; Scores; Achievement Gains; Evaluation Methods; Student Evaluation; Multivariate Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Standadised tests; Standardisierter Test; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sekundarstufe I; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Basic skill; Grundfertigkeit; Korrelation; Achievement gain; Leistungssteigerung; Schulnote; Studentische Bewertung; Multivariate Analyse; Regression; Regressionsanalyse
Abstract	This article reports the results of a study examining the utility of curriculum-based measurement (CBM) in algebra for predicting performance on a state math assessment and informing instructional placement decisions for students in seventh, eighth, and tenth grades. Students completed six Basic Skills algebra probes across different time schedules and took their respective grade-level state math assessment. Using a dichotomous pass/fail variable based on whether students met grade-level proficiency, logistic regression and receiver operating characteristic (ROC) curve analyses were conducted to assess the CBM's predictive validity. Rates of improvement (ROIs) were computed using the Tukey method to collect initial information on whether these measures would help monitor student progress. Finally, to determine whether these measures might inform instructional programming, a MANOVA using course assignment as the grouping variable and CBM, ROI, and state assessment performance as the dependent variables was conducted for the tenth-grade students. Results indicate that these measures show promise to predict which students might not meet grade-level proficiency standards as well as to determine whether students are progressing in the curriculum. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10