Using Curriculum-Based Measurement to Monitor Kindergarteners' Mathematics Development

Autor/inn/en	Seethaler, Pamela M.; Fuchs, Lynn S.
Titel	Using Curriculum-Based Measurement to Monitor Kindergarteners' Mathematics Development
Quelle	In: Assessment for Effective Intervention, 36 (2011) 4, S.219-229 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411413566
Schlagwörter	Curriculum Based Assessment; Mathematics Achievement; Achievement Tests; Skill Analysis; Kindergarten; Mathematical Concepts; Learning Strategies; Item Analysis; Psychometrics; Replication (Evaluation); Predictive Validity; Instructional Development; Computation; Arithmetic; Numeracy + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Itemanalyse; Psychometry; Psychometrie; Teaching improvement; Unterrichtsentwicklung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Rechenkompetenz
Abstract	The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate forms of the CBM measure twice per month from January to May. Mathematics development was indexed on a standardized mathematics achievement test in May. Findings indicate strong reliability and validity of the CBM system, with coefficients exceeding 0.80 and 0.60, respectively. Technical features of the CBM system's skills analysis suggest implications for teachers' instructional decision-making. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10