Outcomes and Processes on Estimation Test Items in Different Formats

Schoen, Harold L.; Blume, Glendon W.; Hoover, H. D.

doi:10.2307/749457

Cited by 6 publications

(4 citation statements)

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“…The responses differed in magnitude by a factor of 10 (e.g., 4, 40, 400). This method is commonly used in tests of estimation (Schoen, Blume, & Hoover, 1990) to encourage students to use &dquo;number sense&dquo; (Sowder, 1992), or an intuitive understanding of number concepts, rather than exact computation, when selecting their answers. Sample problems and characteristics of each type of probe are presented in Table 1.…”

Section: Methodsmentioning

confidence: 99%

Technical Adequacy of General Outcome Measures for Middle School Mathematics

Foegen

2000

Diagnostique

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This study examined three aspects of technical adequacy with respect to two general outcome measures in mathematics. The first two aspects were the effects of aggregating scores and correcting for random guessing on the reliability and validity of the measures. The third issue was the extent to which the measures were sensitive to changes in student performance. One hundred and five sixth-grade students completed two general outcome measures (basic facts and estimation) weekly for a 10-week period. With respect to aggregation, the results indicated that while fluency with basic facts is measured quite precisely with a single score, aggregation of scores for the estimation task increases both reliability and validity. Correcting the estimation scores for random guessing is recommended to increase criterion validity. Analyses of sensitivity to growth revealed that although both the fact and estimation measures reflect statistically significant changes across the 10-week period, the fact measure is likely to have greater practical significance. The article closes with a discussion of the relative merits of the measures for special education practice.

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Section: Methodsmentioning

confidence: 99%

Technical Adequacy of General Outcome Measures for Middle School Mathematics

Foegen

2000

Diagnostique

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“…Distracters were constructed using the same procedures used for the BET. MET-B response alternatives, rounded numbers that differed from one another by a power of 10 (e.g., 40, 400, 4,000), represented a response format often used in tests of estimation (R. E. Reys, 1986;Schoen, Blume, & Hoover, 1990). For all three estimation tasks, the position of the correct answer within the multiple choice alternatives was varied systematically so that all three positions were regularly used.…”

Section: Materials and Measuresmentioning

confidence: 99%

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

Foegen

Deno

2001

J Spec Educ

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The purpose of this study was to explore the technical adequacy of potential indicators of growth in mathematics at the middle school level. Correlation and regression analyses were used to investigate the reliability and criterion validity of four measures in mathematics. One hundred students from a racially and socioeconomically diverse urban middle school completed 4 measures (1 involving basic facts and 3 involving estimation) twice in a 1-week period. Criterion measures included grades in school, standardized test scores, and teacher ratings. Results indicated the measures are reliable and possess acceptable levels of criterion validity; thus, they may prove to be useful as indicators of mathematics proficiency for middle school students.

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“…Multidigit numbers have been used in the field of education to investigate differences between exact and approximate addition ( Levine 1982 ; Schoen et al 1990 ; Hanson and Hogan 2000 ). When 2-digit problems are involved, exact and approximate calculations can be considered as different strategies for performing mental addition.…”

Section: Introductionmentioning

confidence: 99%

“…The “exact addition” strategy relies on columnwise addition to obtain the precise sum. The “approximate addition” (estimation) strategy involves rounding both operands to the nearest multiples of 10 before adding them, one of the most frequently used strategies for computational estimation ( Levine 1982 ; Schoen et al 1990 ; Lemaire and Lecacheur 2002 ). In the present study, our goal was to examine brain activation patterns using both exact and approximate addition to examine these effects in bilingual people.…”

Section: Introductionmentioning

confidence: 99%

Mental Addition in Bilinguals: An fMRI Study of Task-Related and Performance-Related Activation

2011

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Behavioral studies show that bilinguals are slower and less accurate when performing mental calculation in their nondominant (second; L2) language than in their dominant (first; L1) language. However, little is known about the neural correlates associated with the performance differences observed between bilinguals' 2 languages during arithmetic processing. To address the cortical activation differences between languages, the current study examined task-related and performance-related brain activation during mental addition when problems were presented auditorily in participants' L1 and L2. Eleven Chinese–English bilinguals heard 2-digit addition problems that required exact or approximate calculations. Functional magnetic resonance imaging results showed that auditorily presented multidigit addition in bilinguals activates bilateral inferior parietal and inferior frontal regions in both L1 and L2. Language differences were observed in the form of greater activation for L2 exact addition in the left inferior frontal area. A negative correlation between brain activation and behavioral performance during mental addition in L2 was observed in the left inferior parietal area. Current results provide further evidence for the effects of language-specific experience on arithmetic processing in bilinguals at the cortical level.

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Outcomes and Processes on Estimation Test Items in Different Formats

Cited by 6 publications

References 0 publications

Technical Adequacy of General Outcome Measures for Middle School Mathematics

Technical Adequacy of General Outcome Measures for Middle School Mathematics

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

Mental Addition in Bilinguals: An fMRI Study of Task-Related and Performance-Related Activation

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