Using a Concept-Grounded, Curriculum-Based Measure in Mathematics To Predict Statewide Test Scores for Middle School Students with LD.

Helwig, Robert; Anderson, Lisbeth; Tindal, Gerald

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ652077

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

EISSN: N/A

Using a Concept-Grounded, Curriculum-Based Measure in Mathematics To Predict Statewide Test Scores for Middle School Students with LD.

Helwig, Robert; Anderson, Lisbeth; Tindal, Gerald

Journal of Special Education, v36 n2 p102-12 Sum 2002

An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning disabilities were high. (Contains references.) (Author/CR)

Descriptors: Curriculum Based Assessment, Educational Assessment, Evaluation Methods, Learning Disabilities, Mathematical Concepts, Mathematics Achievement, Middle Schools, Student Evaluation

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED504995