ERIC Number: EJ1122623
Record Type: Journal
Publication Date: 2016-Dec
Abstractor: As Provided
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?
Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.
Elementary School Journal, v117 n2 p171-191 Dec 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) for predicting individual differences in year-end first-grade calculation (CA) and word-problem (WP) performance as a function of limited English proficiency (LEP) status. Beginning first graders (129 LEP; 163 non-LEP) were assessed on brief and static mathematics tests, static tests of domain-general abilities (vocabulary; reasoning), and DA. The next spring, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. The potential value of a gated screening process is discussed.
Descriptors: Grade 1, Language Proficiency, Mathematics, Mathematics Instruction, Mathematics Education, Predictor Variables, Computation, Word Problems (Mathematics), Limited English Speaking, Mathematics Tests, Regression (Statistics), Children, Vocabulary, Alternative Assessment
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A