Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning |
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| Authors: | Fuchs Lynn S Compton Donald L Fuchs Douglas Hollenbeck Kurstin N Hamlett Carol L Seethaler Pamela M |
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| Institution: | Vanderbilt University, Nashville, TN 37203, USA. lynn.fuchs@vanderbilt.edu |
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| Abstract: | The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Holding sensitivity at 87.5%, the universal screener alone resulted in a high proportion of false positives, which was practically reduced when DA was included in the prediction model. Findings are discussed in terms of a two-stage process for screening students within a responsiveness-to-intervention prevention model. |
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