Web-based progress monitoring in first grade mathematics
Main Article Content
Abstract
The purpose of our research was to examine a web-based tool for mathematics progress monitoring in first grade. The newly developed assessment tool uses several robust indicators and curriculum-based measures forming three competences (Basic Precursors, Advanced Precursors, and Computation) to determine comprehensive early numeracy skills in regular education. 373 students completed a total of eight online tests every two or three weeks. Results indicate that delayed alternate-form reliability was adequate (rM = .78). Repeated measures analyses with post hoc comparisons were used to ascertain the sensitivity to assess learning growth. All three competences showed linear growth rates that were significant over time, but only Computation and overall scores produced dependable increases from test to test. Predictive validity was determined using two standardised school achievement tests (end of first grade, end of second grade). Results indicate high predictive validity of the first four online tests (rM = .67, rM = .66 for 6 months and 18 months prediction). Correlations with teacher ratings of their students' skills confirmed this pattern. Results from student and teacher questionnaires indicate that the students were able to conduct the tests independently and that a three-week interval was adequate for regular‑education use. Teachers stated to use the progress monitoring results diversely for classroom purposes. We conclude that the use of a web-based assessment setting with diverse measures is beneficial with respect to psychometric properties and feasibility for frequent use in regular education.
Article Details
How to Cite
Salaschek, M., & Souvignier, E. (2013). Web-based progress monitoring in first grade mathematics. Frontline Learning Research, 1(2), 53–69. https://doi.org/10.14786/flr.v1i2.51
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References
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Newton, H. J., Baum, C., Clayton, D., Franklin, C., Garrett, J. M., Gregory, A., … Royston, P. (2004). Multiple imputation of missing values. The Stata Journal, 4(3), 227–241. Retrieved from http://www.stata-journal.com/article.html?article=st0067
Rubin, D. B. (1987). Statistical analysis with missing data (4th ed.). New York, NY: Wiley.
Rubin, D. B. (1996). Multiple Imputation After 18 + Years. Journal of the American Statistical Association, 91(434), 473–489. doi:10.1080/01621459.1996.10476908
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research. Psychology in the Schools, 42(8), 795–819. doi:10.1002/pits.20113
Van Luit, H., van de Rijt, B., & Hasemann, K. (2001). Osnabrücker Test zur Zahlbegriffsentwicklung [Osnabrück test of number concept development]. Göttingen: Hogrefe.
Baglici, S. P., Codding, R. S., & Tryon, G. (2010). Extending the Research on the Tests of Early Numeracy: Longitudinal Analyses Over Two School Years. Assessment for Effective Intervention, 35(2), 89–102. doi:10.1177/1534508409346053
Berch, D. B. (2005). Making Sense of Number Sense: Implications for Children With Mathematical Disabilities. Journal of Learning Disabilities, 38(4), 333–339. doi:10.1177/00222194050380040901
Chard, D. J., Clarke, B., Baker, S. K., Otterstedt, J., Braun, D., & Katz, R. (2005). Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings. Assessment for Effective Intervention, 30(2), 3–14. doi:10.1177/073724770503000202
Clarke, B., Baker, S., Smolkowski, K., & Chard, D. J. (2008). An Analysis of Early Numeracy Curriculum-Based Measurement: Examining the Role of Growth in Student Outcomes. Remedial and Special Education, 29(1), 46–57. doi:10.1177/0741932507309694
Clarke, B., & Shinn, M. R. (2004). A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement. School Psychology Review, 33(2), 234–248.
Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective Reading Comprehension Instruction: Examining Child x Instruction Interactions. Journal of Educational Psychology, 96(4), 682–698. doi:10.1037/0022-0663.96.4.682
Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44, 2–45.
Dehaene, S. (2011). The Number Sense. How the mind creates mathematics (2nd ed.). New York, NY: Oxford University Press.
Dehaene, S., & Cohen, L. (1995). Towards an Anatomical and Functional Model of Number Processing. Mathematical Cognition, 1(1), 83–120.
Deno, S. L. (2003). Curriculum-based Measures: Development and perspectives. Assessment for Effective Intervention, 28(3-4), 3–11. doi:10.1177/073724770302800302
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428
Foegen, A., Jiban, C. L., & Deno, S. L. (2007). Progress monitoring measures in mathematics. The Journal Of Special Education, 41, 121–139.
Förster, N., & Souvignier, E. (2011). Curriculum-Based Measurement: Developing a computer-based assessment instrument for monitoring student reading progress on multiple indicators. Learning Disabilities: A Contemporary Journal, 9(2), 65–88.
Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early Identification and Interventions for Students With Mathematics Difficulties. Journal of Learning Disabilities, 38(4), 293–304.
Greenhouse, S. W., & Geisser, S. (1959). On Methods in the Analysis of Profile Data. Psychometrika, 24(2), 95–112.
Hampton, D. D., Lembke, E. S., Lee, Y.-S., Pappas, S., Chiong, C., & Ginsburg, H. P. (2012). Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring: Measures for Kindergarten and First-Grade Students. Assessment for Effective Intervention, 37(2), 118–126. doi:10.1177/1534508411414151
Jordan, N. C., Kaplan, D., Oláh, L. N., & Locuniak, M. N. (2006). Number Sense Growth in Kindergarten: A Longitudinal Investigation of Children at Risk for Mathematics Difficulties. Child Development, 77(1), 153–175. doi:10.2307/3696696
Kim, Y.-S., Petscher, Y., Schatschneider, C., & Foorman, B. (2010). Does growth rate in oral reading fluency matter in predicting reading comprehension achievement? Journal of Educational Psychology, 102(3), 652–667. doi:10.1037/a0019643
Koponen, T., Aunola, K., Ahonen, T., & Nurmi, J.-E. (2007). Cognitive predictors of single-digit and procedural calculation skills and their covariation with reading skill. Journal of experimental child psychology, 97(3), 220–41. doi:10.1016/j.jecp.2007.03.001
Krajewski, K. (2008). Prävention der Rechenschwäche. [The early prevention of math problems]. In W. Schneider & M. Hasselhorn (Eds.), Handbuch der Pädagogischen Psychologie (pp. 360–370). Göttingen: Hogrefe.
Krajewski, K., Küspert, P., & Schneider, W. (2002). DEMAT 1+. Deutscher Mathematiktest für erste Klassen. [German mathematics test for first grade.] Göttingen: Beltz Test.
Krajewski, K., Liehm, S., & Schneider, W. (2004). DEMAT 2+. Deutscher Mathematiktest für zweite Klassen. [German mathematics test for second grade.] Göttingen: Hogrefe.
Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513–526. doi:10.1016/j.learninstruc.2008.10.002
Methe, S. A. (2012). Innovations and Future Directions for Early Numeracy Curriculum-Based Measurement: Commentary on the Special Series, Part 2. Assessment for Effective Intervention, 37(2), 67–69. doi:10.1177/1534508411431256
Methe, S. A., Begeny, J. C., & Leary, L. L. (2011). Development of Conceptually Focused Early Numeracy Skill Indicators. Assessment for Effective Intervention, 36(4), 230–242. doi:10.1177/1534508411414150
Missall, K. N., Mercer, S. H., Martínez, R. S., & Casebeer, D. (2012). Concurrent and Longitudinal Patterns and Trends in Performance on Early Numeracy Curriculum-Based Measures in Kindergarten Through Third Grade. Assessment for Effective Intervention, 37(2), 95–106. doi:10.1177/1534508411430322
Newton, H. J., Baum, C., Clayton, D., Franklin, C., Garrett, J. M., Gregory, A., … Royston, P. (2004). Multiple imputation of missing values. The Stata Journal, 4(3), 227–241. Retrieved from http://www.stata-journal.com/article.html?article=st0067
Rubin, D. B. (1987). Statistical analysis with missing data (4th ed.). New York, NY: Wiley.
Rubin, D. B. (1996). Multiple Imputation After 18 + Years. Journal of the American Statistical Association, 91(434), 473–489. doi:10.1080/01621459.1996.10476908
Stecker, P. M., Fuchs, L. S., & Fuchs, D. (2005). Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research. Psychology in the Schools, 42(8), 795–819. doi:10.1002/pits.20113
Van Luit, H., van de Rijt, B., & Hasemann, K. (2001). Osnabrücker Test zur Zahlbegriffsentwicklung [Osnabrück test of number concept development]. Göttingen: Hogrefe.