Literaturnachweis - Detailanzeige
| Autor/inn/en | Dawes, Jillian; Solomon, Benjamin; McCleary, Daniel F.; Ruby, Cutler; Poncy, Brian C. |
|---|---|
| Titel | Precision of Single-Skill Mathematics CBM: Group versus Individual Administration |
| Quelle | In: Assessment for Effective Intervention, 47 (2022) 3, S.170-178 (9 Seiten)
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| Zusatzinformation | ORCID (Dawes, Jillian) ORCID (Solomon, Benjamin) ORCID (McCleary, Daniel F.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/15345084211035055 |
| Schlagwörter | Curriculum Based Assessment; Mathematics Curriculum; Progress Monitoring; Accuracy; Decision Making; Mathematics Skills; Student Evaluation; Mathematics Achievement; Elementary School Students; Grade 2; Texas |
| Abstract | The current availability of research examining the precision of single-skill mathematics (SSM) curriculum-based measurements (CBMs) for progress monitoring is limited. Given the observed variance in administration conditions across current practice and research use, we examined potential differences between student responding and precision of slope when SSM-CBMs were administered individually and in group (classroom) conditions. No differences in student performance or measure precision were observed between conditions, indicating flexibility in the practical and research use of SSM-CBMs across administration conditions. In addition, findings contributed to the literature examining the stability of SSM-CBMs slopes of progress when used for instructional decision-making. Implications for the administration and interpretation of SSM-CBMs in practice 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 | 2024/1/01 |
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