Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students

被引：10

作者：

Hampton, David D. ^{[1
]}

Lembke, Erica S. ^{[1
]}

Lee, Young-Sun ^{[2
]}

Pappas, Sandra ^{[2
]}

Chiong, Cynthia ^{[2
]}

Ginsburg, Herbert P. ^{[2
]}

机构：

[1] Univ Missouri, 3110 Townsend Hall, Columbia, MO 65211 USA

[2] Columbia Univ, Teachers Coll, New York, NY 10027 USA

来源：

ASSESSMENT FOR EFFECTIVE INTERVENTION | 2012年 / 37卷 / 02期

关键词：

early numeracy; mathematics; assessment progress monitoring;

D O I：

10.1177/1534508411414151

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some measures, and low reliability was reported for quantity discrimination, as well as for the next number and number facts measures. Concurrent criterion validity coefficients comparing the measures with student performance on the Woodcock-Johnson Tests of Achievement-Third Edition (WJ III) resulted in weaker coefficients as compared to previous studies that have compared similar measures with the WJ III. Hierarchical linear modeling was used at each grade level to ascertain the ability of the six measures to model weekly growth trajectories over 13 weeks. All measures produced growth rates that were significant across time, for both kindergarten and first grade, with linear growth observed for all measures.

引用

页码：118 / 126

页数：9

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