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Direct linkDoabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Fien, Hank; Baker, Scott K.; Smolkowski, Keith; Clarke, Ben – Assessment for Effective Intervention, 2014
The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students' mathematics achievement. The purpose of this study was to examine the effect of the kindergarten "Early Learning in Mathematics" (ELM) curriculum on teachers' use of explicit mathematics instruction…
Descriptors: Mathematics Instruction, Kindergarten, Elementary School Mathematics, Instructional Effectiveness
Methe, Scott A.; Hojnoski, Robin; Clarke, Ben; Owens, Brittany B.; Lilley, Patricia K.; Politylo, Bethany C.; White, Kara M.; Marcotte, Amanda M. – Assessment for Effective Intervention, 2011
The purpose of this extended commentary article is to frame the set of studies in the first of two issues and recommend areas of inquiry for future research. This special series issue features studies examining the technical qualities of formative assessment procedures that were developed to inform intervention. This article intends to emphasize…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Numeracy, Program Effectiveness
Clarke, Ben; Nese, Joseph F. T.; Alonzo, Julie; Smith, Jean Louise M.; Tindal, Gerald; Kame'enui, Edward J.; Baker, Scott K. – Assessment for Effective Intervention, 2011
The results from a year-long study to investigate the technical features of easyCBM mathematics screening measures for first grade are presented. Measures were designed based on the National Council of Teachers of Mathematics Curriculum Focal Point standards, which for Grade 1 include (a) Number and Operations and Algebra, (b) Number and…
Descriptors: Mathematics Curriculum, Predictive Validity, Classification, Mathematics Teachers
Martinez, Rebecca S.; Missall, Kristen N.; Graney, Suzanne Bamonto; Aricak, O. Tolga; Clarke, Ben – Assessment for Effective Intervention, 2009
The current study examines the technical adequacy of four Early Numeracy Curriculum-Based Measurement (EN-CBM) screening tasks: "Oral Counting" (OC), "Number Identification" (NI), "Quantity Discrimination" (QD), and "Missing Number" (MN). Results from 59 kindergarten students assessed in the fall and spring reveal moderate to high test-retest and…
Descriptors: Curriculum Based Assessment, Numeracy, Predictive Validity, Kindergarten
Chard, David J.; Clarke, Ben; Baker, Scott; Otterstedt, Janet; Braun, Drew; Katz, Rachell – Assessment for Effective Intervention, 2005
As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in…
Descriptors: Test Validity, Predictive Validity, Field Tests, Kindergarten
