Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra

Autor/inn/en	Genareo, Vincent R.; Foegen, Anne; Dougherty, Barbara J.; DeLeeuw, William W.; Olson, Jeannette; Karaman Dundar, Ruveyda
Titel	Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra
Quelle	In: Assessment for Effective Intervention, 46 (2021) 2, S.121-131 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (DeLeeuw, William W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419862025
Schlagwörter	Algebra; Screening Tests; Secondary School Mathematics; Mathematics Tests; Test Reliability; Test Validity; Predictive Validity; High School Students; Curriculum Based Assessment; Rating Scales; High School Teachers; Achievement Tests; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Screening-Verfahren; Testreliabilität; Testvalidität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rating-Skala; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Notenspiegel
Abstract	Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students' algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test-retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability (r = 0.72-0.99), and moderate concurrent and predictive validity (r = 0.36-0.64; 0.36-0.58). The conceptual measures produced moderate to low levels of validity (r = 0.10-0.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01