Development of Conceptually Focused Early Numeracy Skill Indicators

Autor/inn/en	Methe, Scott A.; Begeny, John C.; Leary, Lemontrel L.
Titel	Development of Conceptually Focused Early Numeracy Skill Indicators
Quelle	In: Assessment for Effective Intervention, 36 (2011) 4, S.230-242 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411414150
Schlagwörter	Numeracy; Mathematics Skills; Young Children; Kindergarten; Grade 1; Intervention; Evaluation; Mathematics Curriculum; Mathematics Achievement; Decision Making; Emergent Literacy; Testing; Scores; Correlation; Formative Evaluation; Validity + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Evaluierung; Mathmatics sikills; Mathematical ability; Decision-making; Entscheidungsfindung; Frühleseunterricht; Testdurchführung; Testen; Korrelation; Gültigkeit
Abstract	This research was conducted to evaluate the technical properties of a set of early numeracy CBM tests that were designed to operationalize early numeric concepts. Data were collected over the course of a school year from 113 kindergarten and first-grade children using nine separate tests with three alternative forms. In addition, test-retest reliability was examined. Correlational design methods were used to examine the consistency of the tests as well as their relation to criterion measures. Receiver operating characteristic (ROC) curves were also generated and inspected to examine diagnostic accuracy. Results indicated that two tests demonstrated strong technical properties across all three analyses, and an additional two demonstrated promise. Methodological improvements to test procedures should be addressed in future research, and linking assessment to intervention can be facilitated using tests developed in the current study. (Contains 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10