• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文OA文献 >Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade
【2h】

Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade

机译：阅读和基于数学课程的数学三年级成绩的预测效度

页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In the current era of high stakes testing, educators use curriculum-based measures (CBMs) and large-scale benchmark assessments to inform instruction and monitor student performance. The Elementary and Secondary Education Act, The No Child Left Behind Act, and Race to the Top all require annual testing in grades 3 through 8 in mathematics and reading. Therefore, educators need appropriate assessments to make valid inferences about instruction and students' current level of performance as well as risk. Consequently, construct validity is essential for both CBMs and large-scale tests to ensure they appropriately identify students' current level of performance in reading and math, particularly in making inferences about proficiency (Adequate Yearly Progress). This study of third grade students explored the construct validity of a state math test by correlating it with both math and reading CBMs and determining the sensitivity and specificity of the CBM in predicting performance on the state test. Results indicated a positive correlation and predictive relation between both CBM math and reading with the Oregon statewide benchmark assessment in mathematics at third grade. Regression analysis showed the strength of the predictive relation of CBM in the identification of students' current level of performance increased with the addition of CBM reading to the CBM math. A receiver operator characteristics analysis indicated that CBM math and CBM reading (passage reading fluency and vocabulary) consistently predicted students who were on target to meet grade-level benchmarks on the statewide assessment. The study adds to the construct validity research on math and reading CBMs. The results may inform assessment development and accommodations needed to assess math content without the reading construct interfering with the interpretation of the results. In addition, it may be useful for educators seeking to identify students who are "at risk" for making grade level progress in mathematics.
机译：在当前高风险测试的时代，教育工作者使用基于课程的度量（CBM）和大规模基准评估来指导教学并监控学生的表现。 《初等和中等教育法案》，《不让任何一个孩子落后法案》和《争取最高成绩》都需要每年在3至8年级的数学和阅读方面进行测试。因此，教育者需要进行适当的评估，以对教学和学生当前的表现水平以及风险做出有效的推断。因此，构造效度对于CBM和大规模测验都是至关重要的，以确保它们适当地确定学生当前在阅读和数学上的表现水平，特别是在推断熟练程度（每年的适当水平）时。这项对三年级学生的研究通过将状态数学测试与数学和阅读CBM相关联并确定CBM预测状态测试性能的敏感性和特异性来探索状态数学测试的构造效度。结果表明，俄勒冈州立大学三年级数学州基准评估与CBM数学和阅读之间存在正相关和预测性关系。回归分析表明，随着将CBM读数添加到CBM数学中，CBM预测关系在识别学生当前表现水平方面的优势会增强。接收者操作员特征分析表明，CBM数学和CBM阅读（段落阅读流利度和词汇量）一致地预测了达到目标的学生达到全州评估的年级基准。该研究增加了数学和阅读CBM的构造效度研究。结果可为评估发展和评估数学内容所需的适应性提供信息，而阅读结构不会干扰结果的解释。此外，这对于寻求确定在数学上取得年级进步的“风险”大的学生的教育者可能有用。

著录项

  • 作者

    OShea Linda;

  • 作者单位
  • 年度 2014
  • 总页数
  • 原文格式 PDF
  • 正文语种 en_US
  • 中图分类

相似文献

  • 外文文献
  • 中文文献
  • 专利

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号