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1.
Most studies predicting college performance from high‐school grade point average (HSGPA) and college admissions test scores use single‐level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used two‐level regression models to predict freshman grade point average from HSGPA and scores on both college admissions and state tests. When HSGPA and scores are considered together, HSGPA predicts more strongly within high schools than between, as expected in the light of variations in grading standards. In contrast, test scores, particularly mathematics scores, predict more strongly between schools than within. Within‐school variation in mathematics scores has no net predictive value, but between‐school variation is substantially predictive. Whereas other studies have shown that adding test scores to HSGPA yields only a minor improvement in aggregate prediction, our findings suggest that a potentially more important effect of admissions tests is statistical moderation, that is, partially offsetting differences in grading standards across high schools.  相似文献   

2.
Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n= 17) or without (n= 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self‐review during mathematics problem solving.  相似文献   

3.
Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores.  相似文献   

4.
This paper reports a study aimed at revealing special‐educational‐needs pupils' learning potential by means of an ICT‐based assessment including a dynamic visual tool that might help pupils when solving mathematics problems. The study focused on subtraction problems up to 100, which require ‘borrowing’. These problems, in which the value of the ones‐digit of the subtrahend is larger than the ones‐digit of the minuend, are known as a serious difficulty for weak pupils in mathematics. Seven of such problems from a standardised test were placed in the ICT environment. Data were collected from two test conditions: the standardised written test format and the ICT version of the test items including the tool that provided pupils with a set of virtual manipulatives. The 37 pupils involved in the study were 8–12 years old and from two special‐education schools in the Netherlands. Comparison of the performance scores in the two formats showed that an ICT‐based assessment format, including a dynamic visual tool, can reveal weak pupils' learning potential and strategy use. The study also pointed out that ‘partial‐tool use’, ie, not carrying out the complete subtraction operation with the tool, can provide sufficient support to find the correct answer.  相似文献   

5.
Establishing cut scores using the Angoff method requires panelists to evaluate every item on a test and make a probability judgment. This can be time-consuming when there are large numbers of items on the test. Previous research using resampling studies suggest that it is possible to recommend stable Angoff-based cut score estimates using a content-stratified subset of ?45 items. Recommendations from earlier work were directly applied in this study in two operational standard-setting meetings. Angoff cut scores from two panels of raters were collected at each study, wherein one panel established the cut score based on the entire test, and another comparable panel first used a proportionally stratified subset of 45 items, and subsequently used the entire test in recommending the cut scores. The cut scores recommended for the subset of items were compared to the cut scores recommended based on the entire test for the same panel, and a comparable independent panel. Results from both studies suggest that cut scores recommended using a subset of items are comparable (i.e., within one standard error) to the cut score estimates from the full test.  相似文献   

6.
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts.  相似文献   

7.
This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning.  相似文献   

8.
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction.  相似文献   

9.
Abstract

The question of whether or not identical predictor scores for impulsive and reflective kindergarten children were indicative of discrepant reading readiness and first grade reading achievement scores was examined. Separate regression equations were developed for an initial sample of 22 impulsive and 22 reflective children. It was found that with substantial amounts of variance accounted for, the predicted scores differed by more than one-half a standard deviation in 66 percent of the comparisons, by one or more standard deviations in 44 percent of the comparisons, and by one and one-half standard deviations or more in 22 percent of the comparisons. The findings were interpreted as supporting the proposition that conceptual tempo should be considered when developing equations for predicting the future reading achievement of kindergarten children.  相似文献   

10.
This study investigates the dynamic interplay between teacher–child relationship quality and children's behaviors across kindergarten and first grade to predict academic competence in first grade. Using a sample of 338 ethnically diverse 5‐year‐old children, nested path analytic models were conducted to examine bidirectional pathways between children's behaviors and teacher–child relationship quality. Low self‐regulation in kindergarten fall, as indexed by inattention and impulsive behaviors, predicted more conflict with teachers in kindergarten spring and this effect persisted into first grade. Conflict and low self‐regulation jointly predicted decreases in school engagement which in turn predicted first‐grade academic competence. Findings illustrate the importance of considering transactions between self‐regulation, teacher–child relationship quality, and school engagement in predicting academic competence.  相似文献   

11.
Using strict and lenient mathematics achievement cutoff scores to define a learning disability, respective groups of children who are math disabled (MLD, n=15) and low achieving (LA, n=44) were identified. These groups and a group of typically achieving (TA, n=46) children were administered a battery of mathematical cognition, working memory, and speed of processing measures (M=6 years). The children with MLD showed deficits across all math cognition tasks, many of which were partially or fully mediated by working memory or speed of processing. Compared with the TA group, the LA children were less fluent in processing numerical information and knew fewer addition facts. Implications for defining MLD and identifying underlying cognitive deficits are discussed.  相似文献   

12.
Because the psychological assessment of high ability usually concentrates on intelligence testing, it is pertinent to discuss the validity of intelligence test batteries. The well‐known Wechsler's scales are analyzed and evaluated. Based on psychometric models, especially the Rasch model, analyses are made of some German editions, which show that hardly a single subtest scores fairly. That is, the true extent of testees’ abilities will not be correctly represented by the scores obtained under current scoring rules. Since many of the items of the analyzed editions correspond to items of the American edition (WISC‐R), the same shortcomings must also be suspect for that test battery. In this light, the administration of these tests is no longer acceptable. However, it is shown that Wechsler's basic concept is worthwhile when accompanied by (modern) psychometric tools: a new (German) test battery, AID, is introduced which, in particular, conforms to economic requirements if high ability is to be assessed.  相似文献   

13.
Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and related skills were examined in these two MLD groups relative to a comparison group (n = 146) whose TEMA-2 performance exceeded the 25th percentile. Between kindergarten and third grade, differences emerged in the starting level and growth rate, suggesting qualitative differences among the three groups. Despite some similarities, qualitative group differences were also observed in the profiles of math-related skills across groups. These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself.  相似文献   

14.
This study investigated the relationship between the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) abbreviated batteries and the complete battery among a group of college students to determine the suitability of SB:IV short forms in educational planning and counseling contexts when an ability estimate is needed. A sample of 38 college students was administered the full battery SB:1V, and scores for four abbreviated batteries were extracted from the complete battery according to instructions in the test manual. The four abbreviated batteries were SF2 (Vocabulary and Pattern Analysis), SF4 (SF2 plus Bead Memory and Quantitative), SF6a (SF4 plus Memory for Sentences and Comprehension), and SF6b (SF4 plus Memory for Digits and Comprehension). Analyses revealed that all short-form SASs were significantly lower than the Composite SAS derived from the complete battery. Correlations between the complete and short forms were all highly significant. Approximately one third of the sample showed discrepancies of at least three standard errors of measurement between the short-form and complete-battery Composite SAS. These findings suggest a lack of comparability between short-form and complete-battery SASs on the SB:IV. Further implications for the validity of these abbreviated batteries and future areas of research are discussed.  相似文献   

15.
ABSTRACT

This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.  相似文献   

16.
Competency examinations in a variety of domains require setting a minimum standard of performance. This study examines the issue of whether judges using the two most popular methods for setting cut scores (Angoff and Nedelsky methods) use different sources of information when making their judgments. Thirty-one judges were assigned randomly to the two methods to set cut scores for a high school graduation test in reading comprehension. These ratings were then related to characteristics of the items as well as to empirically obtained p values. Results indicate that judges using the Angoff method use a wider variety of information and yield estimates closer to the actual p values. The characteristics of items used in the study were effective predictors of judges' ratings, but were far less effective in predicting p values  相似文献   

17.
This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty‐five 5‐year‐olds (kindergarteners) and one hundred nineteen 6‐year‐olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed.  相似文献   

18.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.  相似文献   

19.
Although an increasing number of research studies have investigated the cognitive deficits related to difficulties in learning mathematics, little is known about whether these cognitive deficits longitudinally predict low mathematics achievement over time. The current 6-year longitudinal study was conducted to address this issue. A sample of 101 students was tested on various numerical and cognitive competencies when they were in kindergarten and in Grade 1. They were then followed until they were in Grade 6, and their mathematics achievement was assessed bi-annually. A group of persistent low mathematics achievers (PLA) who scored consistently below the 25th percentile was identified. This group of PLA showed difficulties in most of the numerical tasks as early as kindergarten. More importantly, three of the early predictors correctly identified 79% of the PLAs. The current findings provide valuable information concerning the core cognitive deficits underlying difficulties in learning mathematics as well as an important tool for educators for identifying children who are at risk of persistent math learning difficulties in the elementary school years.  相似文献   

20.
Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade improvement. The deficits were characterized by the retrieval of counting string associates while attempting to remember addition facts, suggesting poor inhibition of irrelevant information during the retrieval process. This suggests a very specific form of working memory deficit, one that is not captured by many typically used working memory tasks. Moreover, these deficits were not related to procedural competence or performance on the other mathematical tasks, nor were they related to verbal or nonverbal intelligence, reading ability, or speed of processing, nor would they be identifiable with standard untimed mathematics achievement tests.  相似文献   

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