Criterion Validity of Early Numeracy Curriculum-Based Measurement: A Meta-Analysis.
Saved in:
| Title: | Criterion Validity of Early Numeracy Curriculum-Based Measurement: A Meta-Analysis. |
|---|---|
| Authors: | Soyoung Park1 soyoung.park@ucf.edu, Nelson, Gena2, Jaehyun Shin3, Clarke, Ben2, Cook, Madison A.2, Hermida, Joanna2 |
| Source: | Learning Disabilities - A Contemporary Journal. Fall2024, Vol. 22 Issue 2, p87-122. 36p. |
| Subject Terms: | *Test validity, *Mathematical ability, *Mathematics exams, *Educational tests & measurements, *Education research, *Preschool education |
| Abstract: | The study examines the validity of four commonly used early numeracy curriculum-based measurement (EN-CBM) tools in relation to math criterion measures. Additionally, the investigation examines the reporting quality of the included studies as related to important features of assessing CBM's technical adequacy. For inclusion in the meta-analysis, research had to investigate and report on the criterion validity of EN-CBM--oral counting, numeral identification, quantity discrimination, missing number--administered to students in preschool, kindergarten, or Grade 1. Twenty-two studies published between 1997 and 2023 met inclusion criteria, with 272 correlations and 4,130 total participants. A meta-analysis with robust variance estimates for correlated and hierarchical effects was conducted to estimate the average weighted correlations between the four EN-CBM tasks and math outcome measures and to identify potential moderating variables (grade level, CBM type, criterion measure type, correlation lag time). Results indicated the average weighted correlation across all EN-CBM was significantly correlated with criterion measures (r =.48; 95% CI [0.430, 0.528]). The average weighted correlation between EN-CBM and criterion measures was significantly smaller for ENCBM oral counting and state test criterion. Results indicated that grade level and administration lag time did not significantly predict relations between EN-CBM and criterion measures. The quality coding results revealed many opportunities for improving information reporting across all indicators (attrition [M = 0.63], EN-CBM reliability [M = 1.48], scoring reliability [M = 1.24], and administrator training [M = 1.60]). Results are discussed in terms of implications for practitioners who administer EN-CBM in school settings. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 186856875 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Criterion Validity of Early Numeracy Curriculum-Based Measurement: A Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Soyoung+Park%22">Soyoung Park</searchLink><relatesTo>1</relatesTo><i> soyoung.park@ucf.edu</i><br /><searchLink fieldCode="AR" term="%22Nelson%2C+Gena%22">Nelson, Gena</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Jaehyun+Shin%22">Jaehyun Shin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Clarke%2C+Ben%22">Clarke, Ben</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Cook%2C+Madison+A%2E%22">Cook, Madison A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hermida%2C+Joanna%22">Hermida, Joanna</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+-+A+Contemporary+Journal%22">Learning Disabilities - A Contemporary Journal</searchLink>. Fall2024, Vol. 22 Issue 2, p87-122. 36p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+exams%22">Mathematics exams</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The study examines the validity of four commonly used early numeracy curriculum-based measurement (EN-CBM) tools in relation to math criterion measures. Additionally, the investigation examines the reporting quality of the included studies as related to important features of assessing CBM's technical adequacy. For inclusion in the meta-analysis, research had to investigate and report on the criterion validity of EN-CBM--oral counting, numeral identification, quantity discrimination, missing number--administered to students in preschool, kindergarten, or Grade 1. Twenty-two studies published between 1997 and 2023 met inclusion criteria, with 272 correlations and 4,130 total participants. A meta-analysis with robust variance estimates for correlated and hierarchical effects was conducted to estimate the average weighted correlations between the four EN-CBM tasks and math outcome measures and to identify potential moderating variables (grade level, CBM type, criterion measure type, correlation lag time). Results indicated the average weighted correlation across all EN-CBM was significantly correlated with criterion measures (r =.48; 95% CI [0.430, 0.528]). The average weighted correlation between EN-CBM and criterion measures was significantly smaller for ENCBM oral counting and state test criterion. Results indicated that grade level and administration lag time did not significantly predict relations between EN-CBM and criterion measures. The quality coding results revealed many opportunities for improving information reporting across all indicators (attrition [M = 0.63], EN-CBM reliability [M = 1.48], scoring reliability [M = 1.24], and administrator training [M = 1.60]). Results are discussed in terms of implications for practitioners who administer EN-CBM in school settings. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186856875 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 87 Subjects: – SubjectFull: Test validity Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Mathematics exams Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Education research Type: general – SubjectFull: Preschool education Type: general Titles: – TitleFull: Criterion Validity of Early Numeracy Curriculum-Based Measurement: A Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Soyoung Park – PersonEntity: Name: NameFull: Nelson, Gena – PersonEntity: Name: NameFull: Jaehyun Shin – PersonEntity: Name: NameFull: Clarke, Ben – PersonEntity: Name: NameFull: Cook, Madison A. – PersonEntity: Name: NameFull: Hermida, Joanna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 19376928 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Learning Disabilities - A Contemporary Journal Type: main |
| ResultId | 1 |
