An Analysis of Early Numeracy Curriculum-Based Measurement Examining the Role of Growth in Student Outcomes
An Analysis of Early Numeracy Curriculum-Based Measurement Examining the Role of Growth in Student Outcomes
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DOI：
10.1177/0741932507309694
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发表时间：
2008-01-01
影响因子：
2.4
通讯作者：
Chard, David J.
中科院分区：
文献类型：
--
作者：
Clarke, Ben;Baker, Scott;Chard, David J.
用于系统地监控随时间推移的进展的措施需要检查的三个重要特征是（a）静态分数的技术特征，（b）斜率的技术特征，以及（c）教学效用。本研究的目的是调查针对幼儿园学生实施的四种基于早期算术课程的措施的斜率技术特征。大约 200 名学生在学年开始和结束时接受了评估，其中一部分学生 (n = 55) 在学年中又接受了 3 次评估。生长曲线分析用于模拟随时间的增长。对于符合线性增长模式的基于课程的测量，检查了斜率对解释标准测量方差的贡献。讨论了关于监测早期数学进展的含义。
Three important features to examine for measures used to systematically monitor progress over time are (a) technical features of static scores, (b) technical features of slope, and (c) instructional utility. The purpose of this study was to investigate the technical features of slope of four early numeracy curriculum-based measures administered to kindergarten students. Approximately 200 students were assessed at the beginning and end of the school year, and a subset of students (n = 55) was assessed three additional times during the year. Growth curve analysis was used to model growth over time. The contribution of slope to explaining variance on a criterion measure was examined for the curriculum-based measures that fit a linear growth pattern. Implications are discussed regarding monitoring progress in early mathematics.