Development of a measure of early mathematics achievement using the Rasch model: the Research‐Based Early Maths Assessment

By Douglas H. Clements, Julie Sarama, Xiufeng Liu. 2008

237 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d7595c7af245e474c7ab173faf2389d5a06458db

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Citations in the corpus

Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure (2012, methodology): “…and free/reduced lunch children – are exactly those for whom achievement gaps in mathematics have been observed elsewhere and for whom observed gaps have raised concern (Clements et al., 2008; Ginsburg et al., 2008; Magnuson & Waldfogel, 2008; National Center for Education Statistics, 2000).”
Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, methodology): “In addition, concurrent validity was established with a .86 correlation with a different measure of preschool mathematics achievement (Clements et al., 2008) and a correlation of .74 with the Woodcock–Johnson Applied Problems subscale for a pre-K specific subset of items (Weiland et al., 2011).”
Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings (2011, background): “See, for example, Clements, Sarama, and Liu's ( 2008 ) Research-Based Early Maths Assessment; Ginsburg and colleagues’ Birthday Party/Early Mathematics Assessment System (Ginsburg, Pappas, & Lee, 2009 ); and Starkey, Klein, and Wakeley's ( 2004 ) Childhood Math Assessment for math and Greenfield an”
Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. (2013, methodology): “Therefore, we also assessed children’s mathematics skills using a subset of 19 items from the Research-Based Elementary Mathematics Assessment (REMA; Clements et al., 2008), as this measure assesses a wider range of early numeracy, geometry, and spatial skills.”
Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, methodology): “In another case, Clements, Sarama, and Liu (2008) used the approach to construct an assessment for measuring mathematics ability in children aged 3–5.”
Evaluation of a learning trajectory for length in the early years (2011, methodology): “Tasks for that assessment included the measurement items from a previously developed and validated interview-based assessment (for validation, see Clements et al., 2008; Clements, Sarama, & Wolfe, 2011) as well as tasks from previous empirical studies (Szilagyi et al., 2010).”
Informal Numeracy Skills (2013, methodology): “Although the measure used in one other study (Clements et al., 2008) did include specific items that measured the breadth of numeracy skills, the items were designed to fit the overall measure and were not intended to be combined into individual tasks (e.”
Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial (2011, methodology): “Previous analysis of the assessment data showed that its reliability ranged from 0.75 to 0.94 on the subtests and 0.93 to 0.94 on the total test scores (see Clements et al., 2008, for full details on content and concurrent validity); on the present population, the reliability was 0.92.”