Effects of Teachers' Engagement with Student Data on Students' Algebra Progress

Thumbnail Image
Date
2007-01-01
Authors
Olson, Jeannette
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Authors
Person
Research Projects
Organizational Units
Organizational Unit
Project AAIMS
Project AAIMS, funded from January 2004 through December 2007, was designed to achieve two objectives related to the teaching and learning of algebra for students with and without disabilities. First, we examined algebra curriculum, instruction, and assessment for students with and without disabilities and determine the extent to which they were aligned. Second, we developed algebra assessment tools that can be used for monitoring the progress of students with and without disabilities as they learn algebra. We then investigated the measures' reliability, validity, and sensitivity to growth. This website has information about the activities, research, and products associated with Project AAIMS. Our district partners include Fort Dodge Community School District, South Tama County Community School District, and Ballard Community School District.
Journal Issue
Is Version Of
Versions
Series
Department
Abstract

Previous work in Project AAIMS has established the reliability and criterion validity of two measures (Basic Skills and Content-Analysis-Multiple Choice) for monitoring student progress in algebra. In Technical Reports 10, 12, 13, and 14 we reported the technical features of the measures when used for static measurement of student performance. We found that these two measures possess acceptable levels of alternate form reliabilities and moderate levels of criterion validity. Technical Reports 12, 13, and 14 also reported examinations of students’ growth over time on the measures, with the Content Analysis-Multiple Choice probes more sensitive to change than the Basic Skills probes. In the study reported in Technical Report 15 (Foegen, & Olson, 2007) two levels of teachers’ access to student data were contrasted with respect to their association with differential outcomes for students. In the current study, we conducted an additional replication of the technical features of the measures. We also conducted a modified study of teachers’ use of student performance data, contrasting higher and lower rates of engagement with students’ data and examining whether these varying levels had any effect on student achievement.

Comments

Project AAIMS is funded by the U.S. Department of Education, Office of Special Education Programs, Grant # H324C030060; Technical Report #16.

Description
Keywords
Citation
DOI
Source
Copyright
Collections