Constructing a math applications, curriculum-based assessment: An analysis of the relationship between applications problems, computation problems and criterion-referenced assessments

Citation Detail

Title:

Constructing a math applications, curriculum-based assessment: An analysis of the relationship between applications problems, computation problems and criterion-referenced assessments.

Authors:

Connell, James E., Jr., Louisiana State U And Agricultural & Mechanical Coll., US

Source:

Dissertation Abstracts International: Section B: The Sciences and Engineering, Vol 66(7-B), 2006. pp. 3933.

Publisher:

US: ProQuest Information & Learning.

Other Journal Titles:

Dissertation Abstracts International

ISSN:

0419-4217 (Print)

Order Number:

AAI3184055

Language:

English

Keywords:

math applications; computation problems; applications problems; curriculum based assessment; criterion referenced assessments; problem solving

Abstract:

Curriculum-based measurement (CBM) is a well established tool for formative assessment. CBM has also been used for prediction of state test scores. However, validity coefficients between math-CBM and state tests have been moderate at best (Skiba, Magnusson, Martson, and Erickson, 1986; Martson, 1989; Putnam, 1989). The purpose of the present investigation was to develop and evaluate a set of math assessments designed to measure the type of application and problem-solving objectives required on state tests. The application assessments constructed for this study combined characteristics of CBM, accuracy-based curriculum-based assessment (CBA) and criterion-referenced assessment (CRA). Theses assessments were derived from state standards and matched to local district curriculum. The methodology involved obtaining validity coefficients for (a) traditional CBM assessments versus (b) newly developed assessments which incorporated applications/problem-solving with regard to "state tests" which served as a standard against which (a) and (b) above could be evaluated. The assessments examined included (a) one single skill computation assessment, (b) one multiple skill computation assessment, (c) one maze reading assessment, (d) a newly constructed applications assessment, (e) Woodcock-Johnson III math subtests, (f) Louisiana Education Program for the 21 st Century (LEAP), and (g) the Iowa Test of Basic Skills (ITBS). Additionally, the various assessments were investigated relative to teacher-based indicators including (a) students' final grades, (b) teacher report of year end performance, and (c) teacher preference of math assessments. Participants included 172 first to fifth grade regular education students who were administered the CBM/CBA/CRA assessments one month following the state tests. State testing included use of the LEAP in fourth grade and the ITBS in second, third and fifth grades. Results indicated that the newly developed application assessment exhibited a stronger relationship with the criterion assessments, with students' final grades, and teacher report of year-end performance. In addition, the application type assessments were preferred over the computation assessments by all teachers. Results and limitations are discussed with regard to the construction and use of an application-oriented CBM/CBA/CRA for users needing assessment which might combine the power of formative evaluation with the ability to accurately predict performance on state tests. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

Subjects:

*Curriculum Based Assessment; *Mathematical Ability; *Mathematics Achievement; *Problem Solving

Classification:

General Psychology (2100)
Psychometrics & Statistics & Methodology (2200)

Population:

Human (10)

Age Group:

Childhood (birth-12 yrs) (100)
School Age (6-12 yrs) (180)

Methodology:

Empirical Study; Quantitative Study

Format Availablability:

Electronic; Print

Format Covered:

Print

Publication Type:

Dissertation Abstract

Document Type:

Dissertation

Release Date:

20060417

Accession Number:

2006-99002-004

Persistent link to this record (Permalink):

Database:

PsycINFO

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