Abstract
This paper investigates the power of the computer guided clinical interview (CI) and new curriculum based measurement (CBM) measures to identify and help children at risk of low mathematics achievement. We use data from large numbers of children in Kindergarten through Grade 3 to investigate the construct validity of CBM risk categories. The basic issue is whether the CBM measures assign children correctly to the basic risk categories of At Risk, Emerging, and On Track. The data show that the CBM can be useful for identifying children at risk, but that the CI offers insight into the cognitive processes underlying student difficulties. The CI is particularly useful for identifying children whose underlying mathematical reasoning is more competent than their overt performance. Information of this type is more valuable for teachers than simply learning that a student is at risk.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Buysse, V., & Peisner-Feinberg, E. (2010). Recognition & response: Response to intervention (RTI) for PreK. Young Exceptional Children, 13, 2–13. Published on June 8, 2010 as doi:10.1177/1096250610373586.
Christ, T. J., Scullin, S., Tolbize, A., & Jiban, C. L. (2008). Curriculum-based measurement of math computation. Assessment for Effective Intervention, 33(4), 198–205.
Clarke, B., & Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234–248.
Clements, D. H., Sarama, J. H., & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The Research-Based Early Maths Assessment. Educational Psychology, 28(4), 457–482.
Foegen, A., Jiban, C., & Deno, S. (2007). Progress monitoring measures in mathematics: A review of the literature. The Journal of Special Education, 41(2), 121–139.
Fuchs, L. S. (2004). The past, present, and future of curriculum-based measurement research. School Psychology Review, 33(2), 188–192.
Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199–208.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1994). Strengthening the connection between assessment and instruction with expert systems. Exceptional Children, 61(2), 138–146.
Ginsburg, H. P. (2014). My entirely plausible fantasy: Early mathematics education in the age of the touch screen computer. Journal of Mathematics Education at Teachers College, 5(1), 9–17.
Ginsburg, H. P., Pappas, S., Lee, Y.-S., & Chiong, C. (2011). How did you get that answer? Computer assessments of young children’s mathematical minds in mCLASS math. In P. E. Noyce & D. T. Hickey (Eds.), New frontiers in formative assessment (pp. 49–67). Cambridge: Harvard Education Press.
Grossman, J. (2010). Evaluating the efficiency and accuracy of a computer adaptive curriculum-based measurement. (Unpublished Doctoral Dissertation), Teachers College, Columbia University, New York.
Kaufman, A. S., & Kaufman, N. L. (1985). Kaufman test of educational achievement. Circle Pines: American Guidance Service.
Lee, Y.-S., Pappas, S., Chiong, C., & Ginsburg, H. P. (2010). mCLASS ® :MATH—technical manual. Brooklyn: Wireless Generation Inc.
Piaget, J. (1976). The child’s conception of the world (J. Tomlinson & A. Tomlinson, Trans.). Totowa: Littlefield, Adams & Co.
Shinn, M. R., & Bamonto, S. (1998). Advanced applications of curriculum-based measurement: “Big ideas” and avoiding confusion. In M. R. Shinn (Ed.), Advanced applications of curriculum-based measurement (pp. 1–31). New York: The Guilford Press.
The Psychological Corporation. (1992). Wechsler individual achievement test. San Antonio: Author.
Thurber, R. S., Shinn, M. R., & Smolkowski, K. (2002). What is measured in mathematics tests? Construct validity of curriculum-based mathematics measures. School Psychology Review, 31, 498–513.
Woodcock, R. W., McGrew, K. F., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca: Riverside Publishing.
Author information
Authors and Affiliations
Corresponding author
Electronic supplementary material
Below is the link to the electronic supplementary material.
Rights and permissions
About this article
Cite this article
Ginsburg, H.P., Lee, YS. & Pappas, S. Using the clinical interview and curriculum based measurement to examine risk levels. ZDM Mathematics Education 48, 1031–1048 (2016). https://doi.org/10.1007/s11858-016-0802-z
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11858-016-0802-z