Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test

Stevens, Joseph J.; Schulte, Ann C.; Elliott, Stephen N.; Nese, Joseph F. T.; Tindal, Gerald

doi:10.1016/j.jsp.2014.11.001

Cited by 38 publications

(48 citation statements)

References 52 publications

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“…A total of 13 articles were excluded, eight for having a non-experimental research design (i.e. Carlson et al, 2011;Hood, 2015;Judge & Watson, 2011;Morgan et al, 2011;Stevens et al, 2015;Wei et al, 2013;Whitby, 2012), one for not involving ASD students (i.e. Praet et al, 2013), and four for being literature reviews (i.e.…”

Section: Methodology and Resultsmentioning

confidence: 99%

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Siregar¹,

Rosli²,

Maat³

et al. 2020

EUROPEAN J ED RES

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Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

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Section: Methodology and Resultsmentioning

confidence: 99%

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Siregar¹,

Rosli²,

Maat³

et al. 2020

EUROPEAN J ED RES

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show abstract

“…This assumption is in line with our finding of a steeper increase in mathematics ability throughout primary school, followed by a stagnation in ability progression throughout secondary school. Extant studies have reported similar learning trajectories (e.g., Bloom et al, 2008;Angelone et al, 2013;Stevens et al, 2015;Moser et al, 2017). In particular, competence levels from cycles 1 and 2 within one competency might reflect competence development, strictly speaking, whereas competence levels of cycle 3 might differ in terms of content and complexity, rather than in pure difficulty (Yen, 1985;Angelone et al, 2013;Moser et al, 2017).…”

Section: Main Effectsmentioning

confidence: 88%

“…At the same time, the large variation in item difficulty within the content-related item difficulty categories corresponds to the large variation in student ability within grades. In their longitudinal study investigating the development of mathematics and German abilities during compulsory school, Angelone et al (2013, p. 35) found that the standard deviation of student ability in mathematics within one grade corresponded to more than twice the average learning progress per school year (see also Stevens et al, 2015). Item developers might have mirrored this wide variation in abilities within a grade by creating items of different difficulty for single competence levels.…”

Section: Main Effectsmentioning

confidence: 99%

Development and Validation of a Vertical Scale for Formative Assessment in Mathematics

et al. 2019

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The regular formative assessment of students' abilities across multiple school grades requires a reliable and valid vertical scale. A vertical scale is a precondition not only for comparing assessment results and measuring progress over time, but also for identifying the most informative items for each individual student within a large item bank independent of the student's grade to increase measurement efficiency. However, the practical implementation of a vertical scale is psychometrically challenging. Several extant studies point to the complex interactions between the practical context in which the scale is used and the scaling decisions that researchers need to make during the development of a vertical scale. As a consequence, clear general recommendations are missing for most scaling decisions. In this study, we described the development of a vertical scale for the formative assessment of third-through ninth-grade students' mathematics abilities based on item response theory methods. We evaluated the content-related validity of this new vertical scale by contrasting the calibration procedure's empirical outcomes (i.e., the item difficulty estimates) with the theoretical, content-related item difficulties reflected by the underlying competence levels of the curriculum, which served as a content framework for developing the scale. Besides analyzing the general match between empirical and content-related item difficulty, we also explored, by means of correlation and multiple regression analyses, whether the match differed for items related to different curriculum cycles (i.e., primary vs. secondary school), domains, or competencies within mathematics. The results showed strong correlations between the empirical and content-related item difficulties, which emphasized the scale's content-related validity. Further analysis showed a higher correlation between empirical and content-related item difficulty at the primary compared with the secondary school level. Across the different curriculum domains and most of the curriculum competencies, we found comparable correlations, implying that the scale is a good indicator of the math ability stated in the curriculum.

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“…This assumption is in line with our finding of a steeper increase in mathematics ability throughout primary school, followed by a stagnation in ability progression throughout secondary school. Extant studies have reported similar learning trajectories (e.g., Bloom, Hill, Black, & Lipsey, 2008;Moser, Oostlander, & Tomasik, 2017;Stevens et al, 2015). In particular, competence levels from cycles 1 and 2 within one competency might reflect competence development, strictly speaking, whereas competence levels of cycle 3 might differ in terms of content and complexity, rather than in pure difficulty Moser et al, 2017;Yen, 1985).…”

Section: Discussionmentioning

confidence: 92%

“…At the same time, the large variation in item difficulty within the categories corresponds to the large variation in student ability within grades. In their longitudinal study investigating the development of mathematics and German abilities during compulsory school, Angelone, Keller, and Moser (2013, p. 35) found that the standard deviation of student ability in mathematics within one grade corresponded to more than twice the average learning progress per school year (see also Stevens, Schulte, Elliott, Nese, & Tindal, 2015). Item developers might have mirrored this wide variation in abilities within a grade by creating items of different difficulty for single competence levels.…”

Section: Discussionmentioning

confidence: 99%

Implementation and validation of an item response theory scale for formative assessment

Berger¹

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Growth and gaps in mathematics achievement of students with and without disabilities on a statewide achievement test

Cited by 38 publications

References 52 publications

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review

Development and Validation of a Vertical Scale for Formative Assessment in Mathematics

Implementation and validation of an item response theory scale for formative assessment

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