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ERIC Number: EJ1140773
Record Type: Journal
Publication Date: 2017-Jun
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1534-5084
A Proposed Algebra Assessment for Use in a Problem-Analysis Framework
Walick, Christopher M.; Burns, Matthew K.
Assessment for Effective Intervention, v42 n3 p150-159 Jun 2017
Algebra is critical to high school graduation and college success, but student achievement in algebra frequently falls significantly below expected proficiency levels. While existing research emphasizes the importance of quality algebra instruction, there is little research about how to conduct problem analysis for struggling secondary students. This article proposes an assessment model designed to analyze algebra skills for struggling students to assess basic skills in mathematics, algebraic thinking, and algebra content knowledge. Results of the study indicated sufficiently reliable data. Exploratory factor analysis of the data also found three separate factors (basic calculation skills, mathematics application, and algebra content knowledge) that underlie the data. Implications for the classroom, future research, and study limitations are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Middle Schools; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A