A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement
A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement
复制标题
早期数学课程测量的识别和发展初探
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
M. Shinn
中科院分区：
文献类型：
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作者：
Ben Clarke;M. Shinn
摘要最近的研究表明，在美国的学生没有达到足够的数学技能，以满足他们在学校内外的要求。预防数学困难的关键之一是识别和干预那些可能最有可能在以后失败的学生，尽可能频繁地监控他们的进步。不幸的是，目前的数学测试不符合这两个关键，直到数学教学正在顺利进行。本研究旨在探讨早期识别和形成性评价中使用的四个实验早期数学措施的信度，效度和敏感性。这些措施是基于数感的原则，旨在评估儿童能够做正式的数学之前学到的数学理解的前兆。一年级学生（N = 52）进行了测试和interscorer，替代形式，重测信度，并发和预测效度与三个标准措施进行了检查。结果表明，四个实验措施，每个都有足够的证据，其信度，效度和敏感性。从早期识别和形成性评价的角度分析了每个实验措施的效用差异。实践的影响进行了讨论。
Abstract Recent studies indicate that students in the United States are not achieving sufficient mathematics skills to meet the demands required of them within and outside of school. Among the keys to preventing mathematics difficulties are to identify and intervene with those students who may be most at-risk for later failure, monitoring their progress as frequently as possible. Unfortunately, current mathematics tests do not meet both these keys until mathematics instruction is well underway. This study examines the reliability, validity, and sensitivity of four experimental early mathematics measures designed for use in early identification and formative evaluation. The measures were based on the principle of number sense and were designed to assess the precursors of mathematics understanding learned before children are able to do formal mathematics. First grade students (N = 52) were tested and interscorer, alternate form, test-retest reliability, and concurrent and predictive validity with three criterion measures were examined. Results showed that the four experimental measures each had sufficient evidence of their reliability, validity, and sensitivity. The differences in the utility of each experimental measure are analyzed from an early identification and formative evaluation perspective. Implications for practice are discussed.