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ERIC Number: ED593859
Record Type: Non-Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
Exploring the Promise of a Number Line Assessment to Help Identify Students At-Risk in Mathematics
Clarke, Ben; Strand Cary, Mari G.; Shanley, Lina; Sutherland, Marah
Grantee Submission
This manuscript presents the results from a study to investigate the technical characteristics of two versions of a number line assessment (NLA 0-20 and NLA 0-100). The sample consisted of 60 kindergarten and 46 first grade students. Both number line versions had sufficient alternate form and test-retest reliability. The NLA 0-20 had low and the NLA 0-100 had low to moderate correlations with math achievement. Results indicated that the NLA 0-100 explained a small, but unique portion of the variance in first grade mathematics performance when controlling for performance on the Assessing Student Proficiency in Early Number Sense (ASPENS) a set of early numeracy screening measures. We discuss study results related to the utility of adding number line assessment tasks to mathematics screening batteries and propose additional areas of research. [This paper will be published in the "Assessment for Effective Intervention."]
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education and Rehabilitative Services (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110286; R305A170044; H327S140019