Technical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergarten

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dc.authoridARICAK, Osman Tolga/0000-0001-8598-5539
dc.authorwosidARICAK, Osman Tolga/B-9039-2008
dc.contributor.authorMartinez, Rebecca S.
dc.contributor.authorMissall, Kristen N.
dc.contributor.authorGraney, Suzanne Bamonto
dc.contributor.authorAricak, O. Tolga
dc.contributor.authorClarke, Ben
dc.date.accessioned2024-06-12T10:59:00Z
dc.date.available2024-06-12T10:59:00Z
dc.date.issued2009
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe 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.en_US
dc.identifier.doi10.1177/1534508408326204
dc.identifier.endpage125en_US
dc.identifier.issn1534-5084
dc.identifier.issn1938-7458
dc.identifier.issue2en_US
dc.identifier.startpage116en_US
dc.identifier.urihttps://doi.org/10.1177/1534508408326204
dc.identifier.urihttps://hdl.handle.net/20.500.14551/20278
dc.identifier.volume34en_US
dc.identifier.wosWOS:000433802200006en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherSage Publications Incen_US
dc.relation.ispartofAssessment For Effective Interventionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCurriculum-Based Measurementen_US
dc.subjectEarly Mathen_US
dc.subjectNumeracyen_US
dc.subjectElementaryen_US
dc.subjectNumber Senseen_US
dc.subjectMath Performanceen_US
dc.subjectMathematicsen_US
dc.subjectIdentificationen_US
dc.subjectInstructionen_US
dc.subjectStudentsen_US
dc.subjectChildrenen_US
dc.titleTechnical Adequacy of Early Numeracy Curriculum-Based Measurement in Kindergartenen_US
dc.typeArticleen_US

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