Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten
Küçük Resim Yok
Tarih
2009
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sage Publications Inc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The current study examines the technical adequacy of four Early Numeracy Curriculum-Based Measurement (EN-CBM) screening tasks: Oral Counting (OC), Number Identification (NI), Quantity Discrimination (QD), and Missing Number (MN). Results from 59 kindergarten students assessed in the fall and spring reveal moderate to high test-retest and delayed alternate-form reliability. In addition, data from the four measures demonstrate adequate concurrent and predictive validity by comparing them to an established measure of early numeracy. The measures demonstrated growth over time from the beginning to the end of kindergarten. Finally, combinations of the measures were evaluated post hoc, and the combination of NI, QD, and MN produced the highest reliability, validity, and rate of growth coefficients. Overall, results support the technical adequacy of EN-CBM for use with kindergarten-aged children.
Açıklama
Anahtar Kelimeler
Curriculum-Based Measurement, Early Math, Numeracy, Elementary, Number Sense, Math Performance, Mathematics, Identification, Instruction, Students, Children
Kaynak
Assessment For Effective Intervention
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
34
Sayı
2
