Literaturnachweis - Detailanzeige
Autor/inn/en | Aspiranti, Kathleen B.; Ebner, Sara; Reynolds, Jennifer L.; Henze, Erin E. C. |
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Titel | A Comparison of Math Curriculum-Based Measurement Modalities for English Language Learners |
Quelle | In: Journal of Education for Students Placed at Risk, 27 (2022) 2, S.147-160 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1082-4669 |
DOI | 10.1080/10824669.2021.2016408 |
Schlagwörter | Comparative Analysis; Mathematics Instruction; Curriculum Based Assessment; English Language Learners; Hispanic American Students; Graphs; Mathematics Skills; Scores; Cues; Mathematics Tests; Test Format; Computer Assisted Testing; Handheld Devices; Student Attitudes; Elementary School Students; Urban Schools Mathematics lessons; Mathematikunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Grafische Darstellung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Stichwort; Testentwicklung; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | There is a lack of research examining the use of curriculum-based measurements (CBMs) with special populations, particularly English Language Learners (ELLs). The current study used an alternating treatments single-case design with five Latinx ELL students to examine scores across three math fluency CBM modalities. One-minute probes using either traditional paper-pencil, iPad with a stylus, and iPad with a keyboard were alternated, with students taking two assessments per day. Visual analysis of time-series graphs suggested that most students answered more questions correctly on paper-pencil probes compared to either iPad modalities; scores on iPad with stylus were higher than iPad with keyboard for all students. Non-overlap of all pairs effect sizes indicated small to large differences between probe modalities. All students preferred the traditional paper-pencil probes to either iPad modality. Discussion focuses on the implications for educators using CBMs of different modalities for ELL students. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |