Classification Accuracy of EasyCBM First-Grade Mathematics Measures: Findings and Implications for the Field

Autor/inn/en	Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K.
Titel	Classification Accuracy of EasyCBM First-Grade Mathematics Measures: Findings and Implications for the Field
Quelle	In: Assessment for Effective Intervention, 36 (2011) 4, S.243-255 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411414153
Schlagwörter	Mathematics Curriculum; Predictive Validity; Classification; Mathematics Teachers; Grade 1; Algebra; Geometry; Reliability; Elementary School Mathematics; Curriculum Based Assessment; Numeracy; Mathematics Achievement; Reading Instruction; Learning Disabilities; Intervention; Response to Intervention; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Geometrie; Reliabilität; Elementare Mathematik; Schulmathematik; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseunterricht; Learning handicap; Lernbehinderung
Abstract	The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and Operations, and (c) Geometry (2006). A sample of 145 students was assessed at the beginning, middle, and end of the school year. Reliability of the measures was adequate, and concurrent and predictive validity results--with the TerraNova 3--were moderate. Receiver operating curve analyses, based on mathematics difficulty below the 25th and 40th percentile, indicated adequate classification accuracy. We examine results from the study in the context of linking assessment to instructional decision making. (Contains 1 figure, 5 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10