Curriculum-based measurement of basic arithmetic competence: Do different booklets represent the same ability?
نویسندگان
چکیده
An important prerequisite of progress monitoring as one source to support instructional decision-making is the existence equivalent booklets. This study assesses this with respect a German elementary school math curriculum-based measurement instrument (LVD-M 2-4; Strathmann & Klauer, 2012). Every second week 19-weeks period, n = 108 third and 109 fourth graders (regular instruction) completed ten parallel booklets, each containing 24 arithmetic tasks. Analyses (generalized) linear mixed models showed that in both grades between-booklet variance was so small relation between student it practically irrelevant. corresponds key assumption binomial model scores from different booklets reflect same ability. While item difficulty varied within some tasks, effect insubstantial comparison students. These findings were replicated two intervention samples an RTI study. The can therefore be regarded for typical applied purposes. Implications these booklet design are discussed.
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ژورنال
عنوان ژورنال: Journal for educational research online
سال: 2022
ISSN: ['1866-6671']
DOI: https://doi.org/10.31244/jero.2022.01.04