Exploring the Utility of Assessing Early Mathematics Intervention Response via Embedded Assessment

Autor/inn/en	Shanley, Lina; Clarke, Ben; Anderson, Daniel A.; Turtura, Jessica; Doabler, Christian T.; Kurtz-Nelson, Eva; Fien, Hank
Titel	Exploring the Utility of Assessing Early Mathematics Intervention Response via Embedded Assessment
Quelle	In: School Psychology, 34 (2019) 5, S.541-554 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000326
Schlagwörter	Mathematics Instruction; School Districts; Kindergarten; Young Children; Preschool Teachers; Control Groups; Experimental Groups; Mathematics Achievement; Early Intervention; Curriculum Based Assessment; Response to Intervention; Randomized Controlled Trials; Achievement Tests; Standardized Tests; Massachusetts (Boston); Oregon (Portland); Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School district; Schulbezirk; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01