Vanderbilt University, Nashville, TN 37203, USA.
J Learn Disabil. 2011 Jul-Aug;44(4):372-80. doi: 10.1177/0022219411407867. Epub 2011 Jun 17.
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.
本研究旨在探讨动态评估（DA）在预测三年级学生数学应用题难度发展方面的效用。在秋季，122 名三年级学生接受了数学应用题技能测试和代数学习 DA 的评估。在春季，他们接受了应用题表现的评估。进行逻辑回归以对比两个模型。一个模型仅依赖于秋季的数学应用题技能测试来预测春季结果（低于第 25 百分位数）的应用题难度。第二个模型依赖于秋季的数学应用题技能测试和秋季 DA 的组合来预测相同的结果。在保持 87.5%的敏感性的情况下，仅使用通用筛查器会导致大量假阳性，而当 DA 纳入预测模型时，这一比例实际上会降低。研究结果从反应性干预预防模型中筛选学生的两阶段过程进行了讨论。
