Exploring the utility of assessing early mathematics intervention response via embedded assessment
| العنوان: | Exploring the utility of assessing early mathematics intervention response via embedded assessment |
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| المؤلفون: | Hank Fien, Christian T. Doabler, Daniel Anderson, Ben Clarke, Eva Kurtz-Nelson, Jessica Turtura, Lina Shanley |
| المصدر: | School Psychology. 34:541-554 |
| بيانات النشر: | American Psychological Association (APA), 2019. |
| سنة النشر: | 2019 |
| مصطلحات موضوعية: | Male, Educational measurement, Schools, Response to intervention, business.industry, education, Applied psychology, Context (language use), Standardized test, PsycINFO, Education, Curriculum-based measurement, Child, Preschool, Intervention (counseling), Academic Performance, Early Intervention, Educational, Developmental and Educational Psychology, Humans, Achievement test, Female, Child, Students, business, Mathematics |
| الوصف: | The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study explored the extent to which there were distinct patterns of performance on embedded assessments for intervention participants within the context of a large-scale randomized control trial of the ROOTS intervention. This study also examined how performance on embedded assessments was associated with pretest mathematics scores and residual gains on mathematics measures, and how those associations differed based on (a) the point in the intervention when students demonstrated difficulty, and (b) intervention intensity. Findings from this study suggest that participants fell into 4 distinct performance categories and performance classifications were associated with pretest measures and gains in mathematics achievement. Study results also highlight the potential relevance of instructional intensity and timely monitoring of student performance. Implications for intervention and instructional planning in the context of tiered instructional delivery models are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved). |
| تدمد: | 2578-4226 2578-4218 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::084f2688a041aad9a0921717bf37a685 https://doi.org/10.1037/spq0000326 |
| حقوق: | OPEN |
| رقم الأكسشن: | edsair.doi.dedup.....084f2688a041aad9a0921717bf37a685 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 25784226 25784218 |
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