Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students

Autor/inn/en	Assel, Mike A.; Montroy, Janelle J.; Williams, Jeffrey M.; Foster, Matt; Landry, Susan H.; Zucker, Tricia; Crawford, April; Hyatt, Hannah; Bhavsar, Vibhuti
Titel	Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students
Quelle	In: Journal of Psychoeducational Assessment, 38 (2020) 8, S.1014-1032 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Assel, Mike A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282920922078
Schlagwörter	Test Validity; Test Reliability; Mathematics Tests; Mathematics Skills; Learning Problems; Identification; Progress Monitoring; Preschool Children; Preschools; Federal Programs; Urban Schools; Common Core State Standards; Arithmetic; Spatial Ability; Geometric Concepts; Numeracy; Achievement Tests; Screening Tests; Texas; Texas Essential Knowledge and Skills; Woodcock Johnson Tests of Achievement; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Testvalidität; Testreliabilität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernproblem; Identifikation; Identifizierung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Common core curriculum; Curriculum; Kerncurriculum; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Räumliches Vorstellungsvermögen; Elementare Geometrie; Rechenkompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Screening-Verfahren
Abstract	Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children (M[subscript age] = 4.9 years), and a follow-up sample of 3,691 children (M[subscript age] = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability ([alpha] = 0.94) and test-retest reliability (r = 0.78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels (rs from 0.55-0.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01