Using the clinical interview and curriculum based measurement to examine risk levels

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 con...

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Bibliographic Details
Published in:ZDM 2016-11, Vol.48 (7), p.1031-1048
Main Authors: Ginsburg, Herbert P., Lee, Young-Sun, Pappas, Sandra
Format: Article
Language:English
Subjects:
At Risk Students
Classification
Cognitive Processes
Computer Assisted Testing
Construct Validity
Curricula
Curriculum Based Assessment
Education
Ethnicity
Evaluation Methods
Gender
Grade 1
Grade 2
Grade 3
Interviews
Kindergarten
Learning Problems
Low Achievement
Mathematics
Mathematics Achievement
Mathematics Education
Original Article
Risk levels
School districts
Screening Tests
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Summary: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.
ISSN:1863-9690
1863-9704
DOI:10.1007/s11858-016-0802-z