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Identifying Students for Interventio...

Sisco-Taylor, Dennis Trevaughn.

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Identifying Students for Intervention in Math Problem Solving: An Evaluation of Fluency-Based Word Problem Solving Measures.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Identifying Students for Intervention in Math Problem Solving: An Evaluation of Fluency-Based Word Problem Solving Measures./
作者:	Sisco-Taylor, Dennis Trevaughn.
面頁冊數:	90 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3682043
ISBN:	9781321551594

Identifying Students for Intervention in Math Problem Solving: An Evaluation of Fluency-Based Word Problem Solving Measures.
Sisco-Taylor, Dennis Trevaughn.

Identifying Students for Intervention in Math Problem Solving: An Evaluation of Fluency-Based Word Problem Solving Measures. - 90 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--University of California, Riverside, 2014.

This study examined the extent to which initial performance, and growth on an experimental CBM word problem solving fluency measure (WPSF) were predictive of student performance on criterion measures of math problem solving. In addition, the extent to which WPSF could correctly classify students as a function of risk status was evaluated. Alternate forms of the WPSF measure were administered to 142 third grade students, along with multiple criterion measures of math problem solving. Results indicate that WPSF demonstrated moderate criterion validity, and was able to discriminate between students that were at-risk and not at-risk for problem solving difficulties. Implications for assessment practices in mathematics are discussed.

ISBN: 9781321551594Subjects--Topical Terms:

517650
Educational psychology.

Identifying Students for Intervention in Math Problem Solving: An Evaluation of Fluency-Based Word Problem Solving Measures.
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520 $a This study examined the extent to which initial performance, and growth on an experimental CBM word problem solving fluency measure (WPSF) were predictive of student performance on criterion measures of math problem solving. In addition, the extent to which WPSF could correctly classify students as a function of risk status was evaluated. Alternate forms of the WPSF measure were administered to 142 third grade students, along with multiple criterion measures of math problem solving. Results indicate that WPSF demonstrated moderate criterion validity, and was able to discriminate between students that were at-risk and not at-risk for problem solving difficulties. Implications for assessment practices in mathematics are discussed.
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