The primary aim of this study is to develop mathematics screening assessment tools for Grades K-2 over the course of four years that measure students' abilities in numeric relational reasoning and spatial reasoning. The team of researchers will develop Measures of Mathematical Reasoning Skills system, which will contain Tests of Numeric Relational Reasoning (T-NRR) and Tests of Spatial Reasoning (T-SR). The measures will be intended for use by teachers and school systems to screen students to determine who is at-risk for difficulty in early mathematics, including students with disabilities.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Ketterlin-Geller, L.R., Perry, L., & Adams, E. (2019). Integrating validation arguments with the assessment triangle: A framework for operationalizing and instantiating validation. Applied Measurement in Education, 32(1), 60-76. DOI:10.1080/08957347.2018.1544136
- Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Using mathematical learning progressions to design diagnostic assessments. Measurement: Interdisciplinary Research and Perspectives, 17(1), 1-22. DOI:10.1080/15366367.2018.1479087
- Ketterlin-Geller, L.R., Shivraj, P., Basaraba, D., & Schielack, J. (2019). Universal Screening for Algebra Readiness in Middle School: Why, What, and Does It Work? Investigations in Mathematics Learning, 11(2), 120-133.
- Perry, L., Ketterlin-Geller, L. R., & Hatfield, C. (2019). Substantiating claims about students’ algebraic reasoning with evidence: Initial evidence based on response processes and internal structure. In J. Bostic, E. Krupa, & J. Shih (Eds.), Quantitative measures of mathematical knowledge: Researching instruments and perspectives. New York, NY: Routledge.