Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning

Abstract

The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders’ development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model.

Smart RTI: A Next-Generation Approach to Multilevel Prevention

“…A similar pattern was observed with dynamic assessment as a second-stage screen for third-grade mathematics (L. S. Fuchs, Compton, Fuchs, Hollenbeck, Hamlett, & Seethaler, 2011). Dynamic assessment may be used to predict responsiveness to classroom instruction by measuring the amount of assistance students require to learn novel content in a test situation.…”

“…To identify students likely to exhibit inadequate learning on word problems, L. S. Fuchs et al (2011) first group-administered a screening measure to 122 third graders. The second-stage screen was a 45-min individually administered dynamic assessment to determine the amount of scaffolding students required to learn three algebra skills.…”

Responsiveness-to-Intervention

“…Fuchs et al, 2012)—but that optimism must be balanced by the need for practitioners to move beyond universal screening: to invest time and resources in short-term progress monitoring, formal cognitive assessment that only specially trained testers can administer, and other types of innovative assessments (e.g., D. Fuchs et al, in press; L. S. Fuchs et al, in press).…”

“…More recent studies have documented that a second stage of screening can contribute to accurate identification of students who require a supplemental layer of reading intervention at first grade (e.g., Compton et al, 2010; Compton, Fuchs, Fuchs, & Bryant, 2006; D. Fuchs, Compton, Fuchs, Bouton, & Caffrey, in press) or mathematics intervention at third grade (L. S. Fuchs et al, in press); without a second stage of screening, schools provide costly intervention to many students who would fare well without it.…”

Formative Evaluation: Developing a Framework for Using Assessment Data to Plan Instruction

“…Tbis makes the process simpler than having to eliminate each option individually. Multiple gating procedures are often used in screening decisions where educators need to decide which students in a school or grade level are in need of which interventions or levels of service (e.g.. Walker et al, 2009;Fuchs et al, 2011). The first gate might be good for identifying tbose witb tbe greatest or least needs; from tbere, subsequent gates are designed to collect additional information only about tbose students for wbom a decision cannot yet be made until decisions can be made about all students.…”