An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem-Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

被引：8

作者：

Leh, Jayne M. ^{[1
]}

Jitendra, Asha K. ^{[1
]}

Caskie, Grace I. L. ^{[1
]}

Griffin, Cynthia C. ^{[2
]}

机构：

[1] Univ Florida, Gainesville, FL 32611 USA

[2] Univ Florida, Special Educ, Gainesville, FL 32611 USA

来源：

ASSESSMENT FOR EFFECTIVE INTERVENTION | 2007年 / 32卷 / 02期

关键词：

D O I：

10.1177/15345084070320020601

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 the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured once every 2 weeks on WPS and once each week on mathematics computation. Results provided corroborating data across the two measures and support the adequacy of the WPS measure for monitoring student progress. Findings of slope data are also discussed in terms of mathematical grade-level status (low-performing, LO; average-performing, AV).

引用

页码：90 / 99

页数：10

共 49 条

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[3]

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