Identifying Growth Indicators for Low-Achieving Students in Middle School Mathematics

Foegen, Anne; Deno, Stanley L.

doi:10.1177/002246690103500102

Cited by 40 publications

(45 citation statements)

References 28 publications

(40 reference statements)

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“…Two approaches are used to develop CBMs: curriculum sampling and robust indicators (Foegen & Deno, 2001;Fuchs, 2004). The curriculum sampling approach involves systematically sampling the content from the annual curriculum within a specific grade level (i.e., the content standards).…”

Section: Cbm Principles Guiding the Development Of The Egmamentioning

confidence: 99%

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Platas¹,

Ketterlin-Geller²,

Sitabkhan³

2016

IJEMST

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This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers, practitioners, and researchers with information about whether existing educational policies, curricular reforms or programs, and instructional interventions are supporting students in reaching important goals in mathematics. We highlight the utility of the EGMA results in three abbreviated illustrations of implementation studies in low-income countries. Recommendations for policy makers, practitioners, and researchers are provided. Accepted: 30 December 2015 Keywords Mathematics Educational policy International education Assessment IntroductionResearch across the globe has provided evidence on the predictive relationship of early mathematical knowledge and skills on later academic achievement and economic status. Similarly, there has been a growing understanding of the importance of these foundational skills in building and sustaining a democratic society as well as technological capacity at national levels. However, until recently, there have been few efforts to provide valid and reliable population-level assessments of early mathematical knowledge and skills. This manuscript reports on the development and intended uses of the Early Grades Mathematics Assessment (EGMA), an instrument that measures number sense knowledge and skills in the early primary grades. Through snapshots of three implementation studies, we illustrate how policy makers and practitioners can use the EGMA results to evaluate the effectiveness of educational policies, curricular reforms or programs, and instructional practices and interventions. This paper begins with overviews of research on the increasing importance of early mathematics proficiency and current mathematics assessment policies. We follow this with sections that cover the principles underlying the development of the EGMA including the content domains and assessment framework. We then illustrate the uses of the EGMA results through descriptions of three studies and conclude with recommendations for future research, development, and implementation of the EGMA. The Importance of Mathematics ProficiencyFor several decades, children's acquisition of basic reading skills has dominated discussions of interventions in early primary school (Snow, 2002;Thorndike, 1973;UNESCO, 2014). Evidence suggests that if children cannot read by third grade -the point in their education at which they are expected to read text to gain content knowledge in history, language arts, science, and mathematics -they will have difficulty attaining proficiency in reading as well as other content areas (Ball, Paris, & Govinda, 2014). The global response to the importance of reading has resulted in national and international efforts to develop educational policies, curricular refor...

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Section: Cbm Principles Guiding the Development Of The Egmamentioning

confidence: 99%

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Platas¹,

Ketterlin-Geller²,

Sitabkhan³

2016

IJEMST

View full text Add to dashboard Cite

show abstract

“…Computation and application aspects of mathematics, as used in CBM, have been shown to be highly related but represent distinct constructs (Thurber, Shinn, & Smolkowski, 2002). Basic fact fluency may represent a robust indictor of mathematics performance with utility for treatment planning (Christ, Scullin, Tolbize, & Jiban, 2008; Espin, Deno, Maruyama, & Cohen, 1989; Foegen, 2000; Foegen & Deno, 2001), albeit it is unlikely to be representative of general mathematics achievement (Christ et al, 2008). Computation fluency is considered the hallmark of mathematics learning disabilities (Gersten, Jordan, & Flojo, 2005), and neuroscientific evidence supports that fact fluency is associated with performance on higher level mathematics tasks (e.g., Price, Mazzocco, & Ansari, 2013).…”

Section: Technical Features Of Cbm Static Scores At the Secondary Levelmentioning

confidence: 99%

CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Codding¹,

Petscher²,

Truckenmiller³

2015

Journal of Educational Psychology

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A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screening measures will be used that address various academic subject areas. The value of including different CBM indices measures is not well understood. The purpose of this study was to (a) examine the relationship among a variety of reading, writing, and mathematics CBM indices administered to 249 seventh-grade students; (b) investigate amount and patterns of growth; and (c) examine predictive validity to a high-stakes state test using latent factor analysis and multiple indicator growth models. Results indicated strong correspondence among CBM types for fall static scores but weak relationships among slopes. Different patterns of growth were yielded for CBM writing than for CBM reading and mathematics. Findings from this study suggested that although reading, mathematics, and writing CBM were independently and moderately related to both English Language Arts and Math test scores, reading was the strongest predictor when all 3 CBM constructs were considered jointly.

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“…Robust indicators are selected to represent core competence and often require students to integrate a variety of concepts and skills taught in the curriculum. Some researchers have demonstrated that fluency with basic facts may serve as a robust indicator in the elementary and middle school grade levels (Espin, Deno, Maruyama, & Cohen, 1989;Foegen, 2000;Foegen & Deno, 2001). Whereas fluency with basic facts clearly is not representative of the full curriculum, it can serve as an efficient proxy of more global outcomes because of its correlations with other indicators of mathematics proficiency.…”

Section: Approaches To the Development Of Progress Monitoring Measuresmentioning

confidence: 99%

Developing Progress Monitoring Measures for Secondary Mathematics

Foegen

Olson

Impecoven-Lind

2008

Assessment for Effective Intervention

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Secondary special educators are in desperate need of progress monitoring measures in mathematics that appropriately reflect their students' instructional content. As educators across the country respond to increasing standards for challenging curricula, growing numbers of students with disabilities are participating in more advanced mathematics courses at the secondary level, including algebra and geometry. Unfortunately, there are few measures in existence specifically designed for these content areas. In this article, the authors describe the work of Project AAIMS (Algebra Assessment and Instruction: Meeting Standards), a federally supported effort to develop and validate progress monitoring measures in algebra. The authors' focus is on describing the process used and offering recommendations for professionals who wish to develop their own measures for secondary mathematics.

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Identifying Growth Indicators for Low-Achieving Students in Middle School Mathematics

Cited by 40 publications

References 28 publications

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

Using an Assessment of Early Mathematical Knowledge and Skills to Inform Policy and Practice: Examples from the Early Grade Mathematics Assessment

CBM reading, mathematics, and written expression at the secondary level: Examining latent composite relations among indices and unique predictions with a state achievement test.

Developing Progress Monitoring Measures for Secondary Mathematics

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