Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties

Autor/inn/en	Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F.
Titel	Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties
Quelle	In: Learning Disability Quarterly, 37 (2014) 4, S.241-251 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713516766
Schlagwörter	Curriculum Based Assessment; Academic Standards; Word Problems (Mathematics); Problem Solving; At Risk Students; Elementary School Students; Mathematics Achievement; Low Achievement; Reliability; Validity; Mathematics Instruction; Correlation; Standardized Tests; Student Improvement; Predictive Validity; Progress Monitoring; Mathematics Curriculum; Elementary School Mathematics; Measures (Individuals); Demography; Statistical Distributions; Models + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Reliabilität; Gültigkeit; Mathematics lessons; Mathematikunterricht; Korrelation; Standadised tests; Standardisierter Test; Elementare Mathematik; Schulmathematik; Messdaten; Demografie; Wahrscheinlichkeitsverteilung; Analogiemodell
Abstract	This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS measure every 2 weeks across 12 school weeks. Results indicated that the CBM-WPS measure was reliable and significantly correlated with measures of arithmetic WPS, number combinations fluency, and a standardized test of mathematics achievement. Results of growth modeling indicated that students showed significant growth on the CBM-WPS measure, with an average increase of 0.33 problems correct per week. Additional analyses revealed that students identified as high at-risk demonstrated similar growth as students identified as low at-risk. Furthermore, the CBM-WPS growth slopes were a significant predictor of students' spring performance on a standardized test of mathematics achievement, demonstrating their predictive validity. Implications for practice and future research for assessing mathematics skill development are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10