東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Predictive validity of reading and m...

O'Shea, Linda Marie.

Linked to FindBook

Google Book

Amazon

博客來

Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade./
Author:	O'Shea, Linda Marie.
Description:	100 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640216
ISBN:	9781321254921

Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade.
O'Shea, Linda Marie.

Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade. - 100 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (D.Ed.)--University of Oregon, 2014.

This item must not be sold to any third party vendors.

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.

ISBN: 9781321254921Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade.
LDR:03048nmm a2200325 4500 001 2056156
005 20150429102538.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321254921
035 $a (MiAaPQ)AAI3640216
035 $a AAI3640216
040 $a MiAaPQ $c MiAaPQ
100 1 $a O'Shea, Linda Marie. $3 3169894
245 1 0 $a Predictive validity of reading and mathematics curriculum-based measures on mathematics performance at third grade.
300 $a 100 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Adviser: Gerald Tindal.
502 $a Thesis (D.Ed.)--University of Oregon, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0171.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Mathematics. $3 1017588
690 $a 0288
690 $a 0443
690 $a 0280
710 2 $a University of Oregon. $b Department of Educational Methodology, Policy, and Leadership. $3 3169895
773 0 $t Dissertation Abstracts International $g 76-02A(E).
790 $a 0171
791 $a D.Ed.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640216