Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of…

Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students'…

The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the…

The purpose of this study was to examine the reliability and validity of a basal reading series mastery test. Subjects were 21 fourth graders, who were tested once on the SRA Reading Achievement Test, twice on the Holt Basic Reading Series Management Program Level 13 Test (MPLT), and once on the Word Reading Test. Traditional psychometric…

This meta-analysis explored how measuring student progress toward long vs. short-term goals affects achievement outcomes. Twenty-one controlled studies were coded in terms of measuring method (toward long- vs. short-term goals) and type of achievement outcome (probe-like vs. global achievement test). Analogues to analysis of variance conducted on…