دانلود مقاله ISI انگلیسی شماره 73569
عنوان فارسی مقاله

پیش بینی اعتبار ارزیابی مبتنی بر برنامه درسی و رتبه بندی معلم از پیشرفت تحصیلی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73569 2013 17 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
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عنوان انگلیسی
Predictive validity of curriculum-based measurement and teacher ratings of academic achievement ☆
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of School Psychology, Volume 51, Issue 4, August 2013, Pages 499–515

کلمات کلیدی
برنامه درسی مبتنی بر اندازه گیری؛ عملکرد راهنماهای غربالگری ؛ پیش بینی اعتبار؛ حساسیت؛ رتبه بندی معلم؛ غربالگری جهانی
پیش نمایش مقاله
پیش نمایش مقاله پیش بینی اعتبار ارزیابی مبتنی بر برنامه درسی و رتبه بندی معلم از پیشرفت تحصیلی

چکیده انگلیسی

Two alternative universal screening approaches to identify students with early learning difficulties were examined, along with a combination of these approaches. These approaches, consisting of (a) curriculum-based measurement (CBM) and (b) teacher ratings using Performance Screening Guides (PSGs), served as predictors of achievement tests in reading and mathematics. Participants included 413 students in grades 1, 2, and 3 in Tennessee (n = 118) and Wisconsin (n = 295) who were divided into six subsamples defined by grade and state. Reading and mathematics achievement tests with established psychometric properties were used as criteria within a concurrent and predictive validity framework. Across both achievement areas, CBM probes shared more variance with criterion measures than did teacher ratings, although teacher ratings added incremental validity among most subsamples. PSGs tended to be more accurate for identifying students in need of assistance at a 1-month interval, whereas CBM probes were more accurate at a 6-month interval. Teachers indicated that (a) false negatives are more problematic than are false positives, (b) both screening methods are useful for identifying early learning difficulties, and (c) both screening methods are useful for identifying students in need of interventions. Collectively, these findings suggest that the two types of measures, when used together, yield valuable information about students who need assistance in reading and mathematics.

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