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Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

Title: Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?.
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Name(s): Seethaler, Pamela M, author
Fuchs, Lynn S, author
Fuchs, Douglas, author
Compton, Donald L, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-12-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1 grade, students (129 LEP; 163 non-LEP) were assessed on a brief static mathematics test, an extended static mathematics test, static tests of domain-general abilities associated with CAs and WPs (vocabulary; reasoning), and DA. Near end of 1 grade, they were assessed on CA and WP. Regression analyses indicated that the value of the predictor depends on the predicted outcome and LEP status. In predicting CAs, the extended mathematics test and DA uniquely explained variance for LEP children, with stronger predictive value for the extended mathematics test; for non-LEP children, the extended mathematics test was the only significant predictor. However, in predicting WPs, only DA and vocabulary were uniquely predictive for LEP children, with stronger value for DA; for non-LEP children, the extended mathematics test and DA were comparably uniquely predictive. Neither the brief static mathematics test nor reasoning was significant in predicting either outcome. The potential value of a gated screening process, using an extended mathematics assessment to predict CAs and using DA to predict WPs, is discussed.
Identifier: FSU_pmch_26523068 (IID), PMC4625913 (PMCID), 26523068 (RID), 26523068 (EID)
Grant Number: P20 HD075443, R24 HD075443, U54 HD083211
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4625913.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26523068
Owner Institution: FSU
Is Part Of: The Elementary school journal.
0013-5984
Issue: iss. 2, vol. 117

Choose the citation style.
Seethaler, P. M., Fuchs, L. S., Fuchs, D., & Compton, D. L. (2016). Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency? The Elementary School Journal. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26523068