Mathematics Assessment for Students with Mild Disabilities: An Exploration of Content Validity

1996 ◽  
Vol 19 (2) ◽  
pp. 127-136 ◽  
Author(s):  
Rene S. Parmar ◽  
Richard Frazita ◽  
John F. Cawley
Keyword(s):  
Mathematics Achievement ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Content Validity ◽  
Mathematics Assessment ◽  
Assessment Instruments ◽  
National Council ◽  
Test Results ◽  
Mild Disabilities ◽  
Inappropriate Use

This article examines the content validity of selected standardized tests of mathematics achievement as it pertains to students with disabilities. Psychometricians have traditionally focused their analyses of standardized tests on technical aspects. The present paper focuses on content from the perspective of educators who are the primary consumers of test results. Therefore, our analyses are directed towards relating existing tests to curricula and instructional approaches. The Assessment Standards presented by the National Council of Teachers of Mathematics are used as a framework with which to evaluate the appropriateness and adequacy of assessment instruments. Problems with content validity of the tests are identified, including inadequate representation of content domains, inappropriate sequencing and placement of items, inappropriate use of age and grade-equivalent scores, and incorrect descriptor assigned to items.

Projects: Developing Assessment Items on the Basis of the Availability of a Calculator

1991 ◽  
Vol 84 (6) ◽  
pp. 498-500
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Standardized Tests ◽  
Field Test ◽  
National Council ◽  
Item Pool ◽  
Test Items ◽  
Assessment Tests ◽  
Education Community ◽  
Statewide Assessment

In 1988 NCTM's Mathematics Education Trust (MET) sought the development of a pool of multiplechoice test items that used the calculator in testing mathematics achievement in grades 6-8. At that time very few standardized tests or statewide assessment tests permitted the use of calculators. It was felt that teachers and test developers would be more open to the use of calculators on tests if appropriate test items were devised. MET contracted with Terrence Coburn of Oakland Schools, Waterford, Michigan, to develop and field-test such an item pool. The results are presented in the publication Testing Using the Calculator, available from the National Council of Teachers of Mathematics for $6 a copy. MET's goal is that members of the mathematics education community will use the document. in furthering the use of calculators in the teaching and evaluation processes.

Word Problem-Solving by Students with and without Mild Disabilities

1996 ◽  
Vol 62 (5) ◽  
pp. 415-429 ◽  
Author(s):  
Rene S. Parmar ◽  
John F. Cawley ◽  
Richard R. Frazita
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Word Problem ◽  
Word Problems ◽  
Math Instruction ◽  
Single Digit ◽  
Word Problem Solving ◽  
Mild Disabilities ◽  
Grade 3

Performance on mathematics word problems having varying structures was compared for Grade 3–8 students with and without mild disabilities. Students with disabilities performed at significantly lower levels than did those without disabilities in four types of word problems, even when the problems involved only single-digit computation. Significant effects were also evident for grade and operation (addition, subtraction, multiplication, and division). The findings highlight the need for math instruction to move from a focus on computation to problem-solving activities, including word problems of varying structures. Further, test developers must make more effort to present a variety of reasoning and problem-solving activities in standardized tests.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

Psychoeducational Testing and the Personal Computer

1989 ◽  
Vol 9 (3) ◽  
pp. 136-143 ◽  
Author(s):  
M. Bryce Fifield
Keyword(s):  
Social Skills ◽  
Real Time ◽  
Personal Computer ◽  
Content Validity ◽  
Cognitive Abilities ◽  
Academic Skills ◽  
Personal Computers ◽  
Assessment Instruments ◽  
Response Data ◽  
Use Of Assessment

The use of personal computers to aid in the administration, scoring, and interpretation of individual psychoeducational tests is growing. Currently computers are used to assist in managing assessment information, scoring and interpreting tests, and administering tests of cognitive abilities, academic skills, adaptive behaviors, and social skills. Although the content validity of assessment instruments developed for computer administration may have certain practical limitations, several useful advantages can be gained by using the computer to administer tests. Some of the advantages include improved levels of standardization in the procedures used during test administration, scoring, and interpretation; the collection of response data in real time; and the development and use of assessment models that were heretofore too complex for human presentation.

Assessing For Learning: Using Calculators in Assessing Mathematics Achievement

1987 ◽  
Vol 35 (2) ◽  
pp. 21-23
Author(s):  
David E. Williams ◽  
Ann McAloon ◽  
G. Edith Robinson
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Integrated Curriculum ◽  
Elementary Mathematics ◽  
Mathematics Classroom ◽  
Position Statement ◽  
National Council ◽  
Community Group ◽  
Support Materials ◽  
Extensive Training

In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).

The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities

1996 ◽  
Vol 19 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Joseph R. Boyle
Keyword(s):  
Reading Comprehension ◽  
Standardized Tests ◽  
Grade Level ◽  
Cognitive Mapping ◽  
Control Group ◽  
Poor Reading ◽  
Mild Disabilities ◽  
Mapping Strategy ◽  
Below Grade Level ◽  
Inferential Comprehension

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.

Grand Challenges and Opportunities in Mathematics Education Research

2015 ◽  
Vol 46 (2) ◽  
pp. 134-146 ◽  
Author(s):  
Michelle L. Stephan ◽  
Kathryn B. Chval ◽  
Jeffrey J. Wanko ◽  
Marta Civil ◽  
Michael C. Fish ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
National Council ◽  
Significant Progress ◽  
Mathematics Proficiency ◽  
Socioeconomic Groups ◽  
Number Of Factors ◽  
Challenges And Opportunities ◽  
Teaching Learning ◽  
Racial Ethnic

Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward “ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement” (National Council of Teachers of Mathematics [NCTM], 2014, p. 61). Although mathematics education is a relatively young field, researchers have made significant progress in advancing the discipline. As Ellerton (2014) explained in her JRME editorial, our field is like a growing tree, stable and strong in its roots yet becoming more vast and diverse because of a number of factors. Such growth begs these questions: Is our research solving significant problems? How do we create a system and infrastructure that will provide an opportunity to accumulate professional knowledge that is storable and shareable as we work together to address significant problems (Hiebert, Gallimore, & Stigler, 2002)? How do we “facilitate research and development that is coordinated, integrated, and accumulated” (Lesh et al., 2014, p. 167)?

scholarly journals Self-Efficacy, Adversity Quotient, and Students’ Achievement in Mathematics

2017 ◽  
Vol 10 (10) ◽  
pp. 12 ◽  
Author(s):  
Bambang Suryadi ◽  
Teguh Iman Santoso
Keyword(s):  
Mathematics Achievement ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Poor Performance ◽  
Survey Method ◽  
Internal Variables ◽  
Test Results ◽  
Internal Factors ◽  
Achievement In Mathematics ◽  
Students Success

Indonesian students’ achievement in mathematics is generally still low compared with other countries. Many psychological factors, both internal and external, influence this poor performance. This study aimed to measure the effect of self-efficacy and the adversity quotient of Grade IX students regarding achievement in mathematics. Both of these internal variables have been selected because students’ success in mathematics is determined more by internal factors than by external factors. A survey method was used. The sample included 140 students and was drawn using a probability sampling technique. A self-efficacy scale and an adversity quotient scale were used to collect the data. Students’ mathematics achievement was determined based on school test results. The data were analyzed using multiple regressions. The findings reveal significant effects of self-efficacy and the adversity quotient but no significant effects of gender on students’ academic mathematics achievement. Therefore, an implication of the study is that we must investigate how to improve students’ self-efficacy and adversity quotient in mathematics. The results may be of interest to other developing countries, especially those in Southeast Asia that share similar concerns with Indonesia regarding students’ mathematics achievement.

scholarly journals Pengembangan lembar kerja siswa berbasis kontekstual berorientasi penalaran saintifik

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Yulia Florenty Lamapaha
Keyword(s):  
Scientific Reasoning ◽  
Rocky Shore ◽  
Model Development ◽  
Assessment Instruments ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Before And After ◽  
Post Test ◽  
Context Of Learning

AbstrakPenelitian ini bertujuan untuk mengembangkan lembar kerja siswa berbasis kontekstual yang berorientasi pemberdayaan penalaran saintifik siswa. Penelitian dilakukan menggunakan metode penelitian pengembangan model. Perangkat pembelajaran yang dikembangkan dalam penelitian ini adalah silabus, RPP, LKS berbasis kontekstual, instrumen penilaian penalaran saintifik siswa. Perangkat pembelajaran dikembangkan dalam konteks materi ekosistem pantai berbatu. Hasil penelitian menemukan bahwa lembar kerja siswa berbasis kontekstual ini dinilai baik pada semua indikator penilaian yang dilakukan oleh validator (ahli media pembelajaran, ahli materi pembelajaran, guru biologi dan teman sejawat). LKS berbasis CTL materi ekosistem pantai berbatu yang memenuhi kriteria ekosistem atas dasar komponen penyusunnya berpengaruh meningkatkan penalaran saintifik siswa karena menggunakan sintaks CTL yang benar, terlihat pada nilai siswa yang mengalami peningkatan ditinjau dari skor pre-test dan post-test sebelum dan sesudah menggunakan LKS berbasis CTL yang dikembangkan, serta terdapat perbedaan yang signifikan pada data post-test hasil belajar siswa pada kelas eksperimen dan kelas kontrol.Kata Kunci: LKS, CTL, Penalaran Saintifik DEVELOPING  OF STUDENT WORKSHEET CONTEXTUAL BASED REASONING SCIENTIFIC ORIENTED AbstrackThis research aims to develop a contextual-based student worksheet empowerment oriented student scientific reasoning. The study was conducted using the method of model development research. Learning tools developed in this study are the syllabus, lesson plans; worksheets based contextual, attitude assessment instruments and scientific reasoning of students. The device was developed in the context of learning materials rocky shore ecosystems. The results found that the contextual-based Student worksheet is considered good in all indicators of assessment conducted by the validator (learning media expert, expert learning materials, biology teachers and peers). Student worksheet ecosystem-based contextual material rocky shore ecosystems that meet the criteria on the basis of its constituent components increased the students' scientific reasoning for using contextual syntax right, looks at the value of students who have increased in terms of the scores of pre-test and post-test before and after use student worksheet developed contextually based, and there are significant differences in the data post-test results of students in the experimental class and the control class.Kata Kunci: LKS, CTL, Scientific Reasoning

scholarly journals The Effect of Online Homework (IXL) on Students' Mathematics Achievement

2021 ◽  
Vol 7 (4) ◽  
pp. 244-249
Author(s):  
Kawai Liu ◽  
Julius Wu
Keyword(s):  
Mathematics Achievement ◽  
Online Homework ◽  
Test Results ◽  
School Grade ◽  
Class Level ◽  
Significant Difference ◽  
Different Types ◽  
Post Test ◽  
Completion Effect ◽  
Traditional Homework

We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.

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