Literaturnachweis - Detailanzeige
| Autor/inn/en | Clarke, Ben; Strand Cary, Mari G.; Shanley, Lina; Sutherland, Marah |
|---|---|
| Titel | Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics |
| Quelle | In: Assessment for Effective Intervention, 45 (2020) 2, S.151-160 (10 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508418791738 |
| Schlagwörter | Mathematics Achievement; Numbers; At Risk Students; Kindergarten; Grade 1; Test Reliability; Numeracy; Screening Tests; Test Validity; Elementary School Students; Mathematics Tests; Correlation |
| Abstract | This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the NLA 0-100 had low to moderate correlations with math achievement. Results indicated that the NLA 0-100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research. [For the corresponding Grantee submission, see ED593859.] (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 | 2024/1/01 |
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