Curriculum-Based Measurement for Mathematics at the High School Level

Autor:	Mary Beth Calhoon
Rok vydání:	2008
Předmět:	Reform mathematics Curriculum-based measurement Resource (project management) Need to know General Health Professions Connected Mathematics Developmental and Educational Psychology Mathematics education Psychology Inclusion (education) Curriculum Reliability (statistics) Education
Zdroj:	Assessment for Effective Intervention. 33:234-239
ISSN:	1938-7458 1534-5084
DOI:	10.1177/1534508407313488
Popis:	The purpose of this article is to explore the research and developmental needs for curriculum-based measurement (CBM) at the secondary level (9th through 12th grades) for mathematics. Much has been accomplished empirically on the validity, reliability, and utility of CBM as an assessment measure in mathematics at the elementary level. Encouragingly, a few CBM mathematics studies are beginning to emerge at the early (preschool through 1st grades) and middle school levels (6th through 8th grades); however, only one study exists on the use of CBM as an assessment tool for secondary-level mathematics courses. First, the author discusses the current mathematics predicament of secondary students with and without disabilities and their teachers. She then, within the different educational settings (general education, inclusion, resource, self-contained) available at the secondary level, discusses the types of CBM research (technical adequacy, instructional utility) needed.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::06edfec6101da23e1665e389839dde05 https://doi.org/10.1177/1534508407313488 Zobrazit plný text záznamu