國立虎尾科技大學 |

Smarter Balanced Math Assessment : = An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Smarter Balanced Math Assessment :/
Reminder of title:	An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
Author:	Bailey, Dana A.
Description:	1 online resource (120 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355883695

Smarter Balanced Math Assessment : = An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
Bailey, Dana A.

Smarter Balanced Math Assessment :An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities. - 1 online resource (120 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2018.

Includes bibliographical references

The evolution of standards based assessment, beginning with the No Child Left Behind Act (NCLB, 2001) and progressing into the Every Student Succeeds Act (ESSA, 2015), maintains high stakes testing as an expected component of the public school experience. For students with specific learning disabilities (SLD) in reading and/or writing, meeting standard on the currently mandated Smarter Balanced Math Assessment (Office of Superintendent of Public Instruction [OSPI], 2018; SBAC, 2018) presents unique challenges. On the Smarter Balanced Assessment (SBA), students are expected to solve math problems that require language skills, specifically skills which are deficient in students with learning disabilities in reading and/or writing. In particular, Claim 3 (SBAC, 2018) requires students to explain your thinking, and construct and evaluate an argument. These are examples of test questions that, for a student with learning disabilities, may be difficult to answer regardless of math ability. Although SBA authors attempted to mitigate specific learning disabilities with allowable testing accommodations, one might ask, if the student is unsuccessful on these math questions, is it due to lack of math ability or due to the impact of the specific learning disability in reading and/or writing? Examining elements of non-construct variance and construct validity is worthy of investigation for secondary students, for whom meeting standard on these required exams holds lasting consequences. This paper will explore the elements of non-construct variance and construct validity of achieved math SBA scores as it pertains to students with documented learning disabilities in reading and/or writing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355883695Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Smarter Balanced Math Assessment : = An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
LDR:03026ntm a2200349Ki 4500 001 919773
005 20181129120548.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355883695
035 $a (MiAaPQ)AAI10811788
035 $a (MiAaPQ)spued:10029
035 $a AAI10811788
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Bailey, Dana A. $3 1194415
245 1 0 $a Smarter Balanced Math Assessment : $b An Examination of Its Construct Validity for Students with Known Reading and/or Writing Disabilities.
264 0 $c 2018
300 $a 1 online resource (120 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Rick Eigenbrood.
502 $a Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2018.
504 $a Includes bibliographical references
520 $a The evolution of standards based assessment, beginning with the No Child Left Behind Act (NCLB, 2001) and progressing into the Every Student Succeeds Act (ESSA, 2015), maintains high stakes testing as an expected component of the public school experience. For students with specific learning disabilities (SLD) in reading and/or writing, meeting standard on the currently mandated Smarter Balanced Math Assessment (Office of Superintendent of Public Instruction [OSPI], 2018; SBAC, 2018) presents unique challenges. On the Smarter Balanced Assessment (SBA), students are expected to solve math problems that require language skills, specifically skills which are deficient in students with learning disabilities in reading and/or writing. In particular, Claim 3 (SBAC, 2018) requires students to explain your thinking, and construct and evaluate an argument. These are examples of test questions that, for a student with learning disabilities, may be difficult to answer regardless of math ability. Although SBA authors attempted to mitigate specific learning disabilities with allowable testing accommodations, one might ask, if the student is unsuccessful on these math questions, is it due to lack of math ability or due to the impact of the specific learning disability in reading and/or writing? Examining elements of non-construct variance and construct validity is worthy of investigation for secondary students, for whom meeting standard on these required exams holds lasting consequences. This paper will explore the elements of non-construct variance and construct validity of achieved math SBA scores as it pertains to students with documented learning disabilities in reading and/or writing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Mathematics education. $3 1148686
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0288
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Seattle Pacific University. $b School of Education. $3 1194416
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10811788 $z click for full text (PQDT)