Assessing the Instructional Level for Mathematics: A Comparison of Methods

Burns, Matthew K.; VanDerHeyden, Amanda M.; Jiban, Cynthia L.

doi:10.1080/02796015.2006.12087975

Cited by 77 publications

(72 citation statements)

References 32 publications

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“…A functional relation was established for only one participant based on visual analysis, and the Tau-U effect size was large only for this student. None of the students moved beyond the frustrational level of DCPM established for their grade level (> 14 DCPM for third grade and > 24 for fourth grade; Burns et al, 2006), even on their highest performing days. Although Burns and colleagues (2010) established that acquisition interventions like CCC have large effects on mathematics performance for students with frustrationallevel skills, it is unclear whether the same interventions will be effective for students with EBD.…”

Section: Discussionmentioning

confidence: 89%

“…Accuracy data (i.e., percentage correct) were not collected and analyzed as part of the present study. In general, participants had high levels of accuracy on the assessment probes, and normative performance levels (mastery, instructional, and frustrational; Burns et al, 2006) are reliably based on DCPM scores rather than accuracy.…”

Section: Methodsmentioning

confidence: 92%

“…The total number of correct digits on a probe was calculated and used as a digits correct per minute (DCPM) score. This type of mathematical fluency assessment has been found useful in screening or instructional planning based on its alternate-form reliability (r = .42-.88) and criterion-related validity (r = .29-.61 with the Stanford Achievement Test, Ninth Edition; Burns, VanDerHeyden, & Jiban, 2006). Accuracy data (i.e., percentage correct) were not collected and analyzed as part of the present study.…”

Section: Methodsmentioning

confidence: 99%

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Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

Schrauben

Dean

2018

Behavioral Disorders

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A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

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Section: Discussionmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 92%

Section: Methodsmentioning

confidence: 99%

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Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

Schrauben

Dean

2018

Behavioral Disorders

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“…Differentiating the activity to meet children’s needs may better keep children engaged. Mathematical activities that are appropriately difficult are more effective in increasing skill than those that are either too easy or too difficult (Burns, VanDerHeyden, & Jiban, 2006).…”

Section: Instructional Practices During Board Game Playmentioning

confidence: 99%

Promoting Numeracy Skills Through Board Game Play

Hendrix

Hojnoski

Missall

2018

Young Exceptional Children

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M s. Sandra assesses the literacy and numeracy skills of the children in her Head Start classroom at the beginning of the year, midwinter , and late spring. After 4 months of school, she is impressed with gains made in letter-sound correspondence. She recognizes these improvements result from instruction coupled with parents reading with their children at home to reinforce skills taught at school. Although the children are making progress in early literacy skills, Ms. Sandra sees little growth in mathematical skills. Many children can identify only a few numbers, and most have difficulty comparing quantities associated with numbers, such as identifying that 6 is more than 2. Ms. Sandra brainstorms strategies to teach early mathematical skills and to aid parents in extending school-based mathematical experiences into the home. Research suggests that young children have a complex sense of informal mathematics, including an understanding of more and less, shape, and patterns (Ginsburg, Lee, & Boyd, 2008), and that attention to mathematics in early childhood ensures that children have a strong foundation for later learning. The importance of early mathematics has been recognized by several organizations (i.e., National Association for the Education of Young Children [NAEYC], National Council of Teachers of Mathematics 814239Y ECXXX10.

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“…There is evidence supporting the use of MC-CBM for monitoring students' progress (Stecker, Fuchs, & Fuchs, 2005), modifying instruction for students with varying abilities (Slavin, & Lake, 2008), informing instructional groupings (McLeskey & Waldron, 2011), adapting instruction for students with disabilities (McMaster, Fuchs, Fuchs, & Compton, 2005), identifying students' academic strengths and weaknesses (Stecker, Fuchs, & Fuchs, 2005), supporting peer-assisted learning (Calhoon & Fuchs, 2003), and predicting students' performance on statewide assessments (Helwig, Anderson, & Tindal, 2002). The current study was informed by studies that examined performance indicators on MC-CBM to classify students (Burns, VanDerHeyden, & Jiban, 2006; VanDerHeyden & Burns, 2005), investigated the administration of MC-CBM on higher (Fuchs, Fuchs, Compton, Bryant, Hamlett, & Seethaler, 2007) compared to earlier grades (Clarke & Shinn, 2004; Hintze Christ, & Keller, 2002; Jitendra, Dupuis, & Zaslofsky, 2014; Shapiro, Dennis, & Fu, 2015; Thurber et al., 2002), and used MC-CBM to screen for students with LD in mathematics (Christ, Johnson-Gros, & Hintze, 2005; Fuchs et al, 2007; Hintze et al., 2002).…”

Section: Cbm In Mathematicsmentioning

confidence: 99%

Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students

Al-Shehhi

Emam

Al-Otaiba

et al. 2018

School Psychology International

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In the Arab region, several assessments are available to evaluate student skills in mathematical computations. However, none of them uses formative evaluation to guide universal screening of struggling learners or students with learning disability (LD). The current study aimed to develop mathematical computation curriculum-based measurement (MC-CBM) for Arab speaking fourth grade students, examine its psychometric properties, test its adequacy for use in an Arab context, namely Oman, determine an adequate time for its administration, and develop performance benchmarks. MC-CBM were administered to 528 fourth grade students. Results indicated that the developed measures were adequate for use in the Arab context. Received operation characteristic (ROC) curve indicated good specificity and sensitivity estimates for the MC-CBM. Performance benchmarks were obtained using the 25th and 75th percentiles. Implications are discussed from a contextual perspective.

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Assessing the Instructional Level for Mathematics: A Comparison of Methods

Cited by 77 publications

References 32 publications

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

Promoting Numeracy Skills Through Board Game Play

Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students

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