کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
363637 | 620720 | 2010 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Curriculum-based measurement of math problem solving: A methodology and rationale for establishing equivalence of scores
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: Curriculum-based measurement of math problem solving: A methodology and rationale for establishing equivalence of scores Curriculum-based measurement of math problem solving: A methodology and rationale for establishing equivalence of scores](/preview/png/363637.png)
چکیده انگلیسی
The purpose of this article is to discuss curriculum-based measurement (CBM) as it is currently utilized in research and practice and to propose a new approach for developing measures to monitor the academic progress of students longitudinally. To accomplish this, we first describe CBM and provide several exemplars of CBM in reading and mathematics. Then, we present the research context for developing a set of seven curriculum-based measures for monitoring student progress in math problem solving. The rationale for and advantages of using statistical equating methodology are discussed. Details of the methodology as it was applied to the development of these math problem solving measures are provided.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of School Psychology - Volume 48, Issue 1, February 2010, Pages 39–52
Journal: Journal of School Psychology - Volume 48, Issue 1, February 2010, Pages 39–52
نویسندگان
Marjorie Montague, Randall D. Penfield, Craig Enders, Jia Huang,