Salaschek, Martin: Mathematics progress monitoring in the primary grades : construction and validation of progress monitoring test concepts in grade 1 and 2. 17.3.2014
Inhalt
- Summary
- Contents
- Part I - Introduction and Discussion
- 1. Introduction
- 1.1 The demand for mathematics progress monitoring in primary school
- 1.2.2 Progress monitoring in mathematics: Curriculum-based measurement
- 1.2.3 Curriculum-based measurement in early mathematics education
- 1.2.4 Mathematics progress monitoring applications in Germany
- 1.2.5 Implications for progress monitoring in general education
- 1.3 Aims of the dissertation
- 2. Test concepts and summary of findings
- 2.1 Test concept creation
- 2.2 Manuscript 1: Mathematics progress monitoring in first grade
- 2.3 Manuscript 2: Growth trajectories in first grade
- 2.4 Manuscript 3: Mathematics progress monitoring in second grade
- 3. Discussion
- 3.1 Psychometric validation of the test concepts
- 3.1.1 Parallelism
- 3.1.2 Sensitivity to student learning
- 3.1.3 The role of precursors
- 3.1.4 Dimensionality of the test concepts
- 3.2 The role of different competences in the development of growth trajectories
- 4. Conclusions
- 5. References
- Part II - Manuscript 1: Web-based progress monitoring in first grade mathematics
- Web-based progress monitoring in first grade mathematics
- 1. Introduction
- 1.1 Early numeracy and later mathematical achievement
- 1.2 Progress monitoring in early mathematics
- 1.3 Aims of the study
- 2. Method
- 2.1 Participants and setting
- 2.2 Progress monitoring measures
- 2.3 Criterion measures
- 2.4 Usability and practicality
- 3. Results study 1
- 3.1 Internal reliability
- 3.2 Concurrent and predictive validity
- 3.3 Usability and practicality
- 4. Results study 2
- 4.1 Alternate-form reliability
- 4.2 Sensitivity to learning
- 5. Discussion
- 5.1 Limitations
- 5.2 Implications for research and practice
- Keypoints
- 6. References
- Part III - Manuscript 2: Mathematics growth trajectories in first grade: Cumulative vs. compensatory patterns and the role of number sense
- 1. Introduction
- 2. Method
- 3. Results
- 3.1 Latent growth models
- 3.2 Latent Class growth analysis
- 3.3 Stability of trajectory group membership across competences
- 4. Discussion
- 4.1 Trajectory groups for overall mathematics achievement
- 4.2 Trajectory groups for separate competences
- 4.3 Stability of trajectory group classifications
- 4.4 Implications for research and practice
- 4.5 Limitations
- 4.6 Conclusions
- 5. References
- Part IV - Manuscript 3: Web-based mathematics progress monitoring in second grade
- 1. Introduction
- 2. Method
- 3. Results
- 3.1 Reliability
- 3.2 Sensitivity to learning
- 3.3 Criterion validity
- 3.4 Progress monitoring feasibility and usage
- 4. Discussion
- 5. References
- Part V - Appendices