Project Activities
The researchers planned to develop the Dynamic Assessment (DA) screening tool, first in English and then a parallel version in Spanish, followed by two studies. In the first study, they would examine the contribution of the English DA, over and beyond static screening, for predicting students' mathematics outcomes in first grade. In the second study, the researchers planned to use the same prediction models with a sample of English language learners to contrast the contribution of the English DA and the Spanish DA for predicting students' mathematics outcomes in first grade.
Structured Abstract
Setting
The research takes place in 15 elementary schools in an urban school district in Tennessee.
Sample
Participants include 1,000 English- and Spanish-speaking first graders across two studies. Students will be included in the study based on performance on a static math screener. Spanish-speaking students will be included based on the Home Language Survey and the Comprehensive English Language Learners Assessment.
The intervention to be developed is a dynamic assessment, an alternative form of assessment where a student's capacity to learn is measured. This dynamic assessment will be developed in English and in Spanish and used to forecast first graders' later performance in mathematics.
Research design and methods
In consecutive studies, the researchers will sample 500 first grade students from 50 classrooms across 15 elementary schools and assign students to the four screening conditions. The research team will contrast four prediction models in this study to determine which condition most effectively predicts math difficulties at the end of first grade: (a) a model with a brief static screener; (b) a model with a brief static screener followed by DA; (c) a model with a brief static screener followed by an extended static screener; and (d) a model with a brief static screener followed by the extended static screener and DA.
Control condition
Due to the nature of this study, there is no control condition.
Key measures
As screeners, the researchers will use the Number Sets Test, the Test of Early Mathematics Ability, and the English and Spanish Dynamic Assessments, which are developed as a central part of the project. Math achievement outcomes include end of first grade scores on two Early Math Diagnostic Assessment subtests (Math Reasoning and Numerical Operations) and three Key Math subtests (Numeration, Addition, and Subtraction).
Data analytic strategy
The researchers will use item response theory and logistic regression to analyze student response data and establish reliability and validity for the dynamic assessment instrument.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Journal articles
Seethaler, P.M., & Fuchs, L.S. (2011). Using curriculum-based measurement to monitor kindergarteners' mathematics development. Assessment for Effective Instruction, 36(4), 219-229.
Seethaler, P.M., Fuchs, L.S., Fuchs, D., & Compton, D.L. (2015). Does the value of dynamic assessment in predicting end-of-first-grade mathematics performance differ as a function of English language proficiency? Elementary School Journal, 15(4), 289-308.
Seethaler, P.M., Fuchs, L.S., Fuchs, D., & Compton, L. (2012). Predicting first graders' development of calculation versus word-problem performance: The Role of Dynamic Assessment. Journal of Educational Psychology, 104(1), 224-234.
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