Initial Validation of a Math Progress Monitoring Measure for Prekindergarten Students

被引:4
作者
Assel, Mike A. [1 ]
Montroy, Janelle J. [1 ]
Williams, Jeffrey M. [2 ]
Foster, Matt [1 ]
Landry, Susan H. [1 ]
Zucker, Tricia [1 ]
Crawford, April [1 ]
Hyatt, Hannah [3 ]
Bhaysar, Vibhuti [1 ]
机构
[1] Univ Texas Hlth Sci Ctr Houston, Houston, TX 77030 USA
[2] Univ S Florida, Tampa, FL 33620 USA
[3] Univ Houston Clear Lake, Houston, TX USA
关键词
assessment; progress monitoring; prekindergarten; math development; PRESCHOOL-CHILDREN; MATHEMATICS; KINDERGARTEN; KNOWLEDGE; GROWTH; SCHOOL; MODEL; CURRICULUM; GEOMETRY; RISK;
D O I
10.1177/0734282920922078
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development. Evaluation of validity was undertaken in a longitudinal sample of 383 children (M-age = 4.9 years), and a follow-up sample of 3,691 children (M-age = 4.4 years). The measure demonstrated adequate psychometric properties, including strong internal consistency reliability (alpha = .94) and test-retest reliability (r = .78). Evaluation of concurrent and predictive validity demonstrated scores on the CPM Math Subtest were correlated with scores on other assessments at high levels (rs from .55-.65). Exploratory and confirmatory factor analyses revealed that the subtest conforms to a well-defined five-factor model that parallels areas considered to be important in the math literature.
引用
收藏
页码:1014 / 1032
页数:19
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