Math Dynamic Assessment for At-Risk Children
The purpose of this project is to develop and research a dynamic assessment (DA) in English and in Spanish for forecasting students' mathematics development across 1st grade. In the development phase, we develop the DA in English and then we create a parallel version in Spanish. In the research phase, we run 2 studies. In Study 1, we focus on the English DA with a sample that includes English speakers as well as English language learners with Spanish as their 1st language (ELL-S). We examine the contribution of the English DA, over and beyond static screening, for predicting mathematics outcomes in math reasoning vs. calculations and examine whether children's language background (English speakers vs. ELL-S) affects the utility of the English DA. To create a stringent test for considering the added value of DA, we contrast 4 prediction models: (a) a model that relies exclusively on a brief static screener (as typically done in schools); (b) a model that adds DA in a 2nd step; (c) a model that adds an extended static math assessment in a 2nd step; and (d) a model that adds the extended static math assessment in a 2nd step and then adds DA in a 3rd step. In Study 2, we focus on the English and the Spanish DA with a sample that is entirely ELL-S. Using the same 4 prediction models, we contrast the contribution of the English DA vs. the Spanish DA, over and beyond static screening, for predicting outcomes in math reasoning vs. calculations.
Outcomes are the Early Math Diagnostic Assessment (The Psychological Corporation, 2002) - Math Reasoning and Numerical Operations subtests and the KeyMath-revised (Connolly, 1998) - Numeration, Addition, and Subtraction subtests.