Developing and Evaluating a Kindergarten to Third Grade CBM Mathematics Assessment

Autor/inn/en	Lee, Young-Sun; Lembke, Erica
Titel	Developing and Evaluating a Kindergarten to Third Grade CBM Mathematics Assessment
Quelle	In: ZDM: The International Journal on Mathematics Education, 48 (2016) 7, S.1019-1030 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0788-6
Schlagwörter	Curriculum Based Assessment; Evaluation Methods; Numeracy; Kindergarten; Grade 1; Grade 2; Grade 3; Elementary School Mathematics; Mathematics Skills; Elementary School Students; Standardized Tests; Achievement Tests; Test Reliability; Test Validity; Test Construction; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Rechenkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Testreliabilität; Testvalidität; Testaufbau
Abstract	The present study examined the technical adequacy of curriculum-based measurement (CBM) measure of early numeracy for kindergarten through third grade students. Our CBM measures were developed to reflect broad and theoretically derived categories of mathematical thinking: quick retrieval, written computation, and number sense. The mastery of these three categories comprises the larger construct of numeracy proficiency for the early elementary grades. Approximately 300 students in each grade (Kindergarten to Grade 3) were administered a standardized measure, WJ-III, and the following timed measures: kindergarten--counting, missing number, number identification, quantity discrimination; Grade 1--counting, missing number, next number, number facts, number identification, quantity discrimination; Grades 2 and 3--computation, concepts, missing number, number facts, quantity discrimination. "Alpha" and test-retest reliabilities were assessed, and construct validity and criterion validity were examined for the CBM measures developed in the study. Overall, the results indicated that the measures were reliable and showed evidence to support both construct and concurrent validity. Methods to improve the measures are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01