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Series

Higher Education

Iowa State University

Project AAIMS Technical Reports

Publication Year

Articles 1 - 11 of 11

Full-Text Articles in Education

Classroom Observation Data For District A: Anecdotal Observation Results, Jeannette Olson, Anne Foegen, Linda S. Lind Jan 2007

Classroom Observation Data For District A: Anecdotal Observation Results, Jeannette Olson, Anne Foegen, Linda S. Lind

Project AAIMS Technical Reports

This report documents the results of anecdotal observations conducted in District A during the spring of 2004. It describes the algebra topics addressed during our observations, the expected tasks (class activities), teacher actions, and student actions in six different beginning algebra courses this district. We looked at the similarities and differences in the algebra curriculum for students with and without disabilities in the different algebra courses, the ways that class periods were structured in these classes, the kinds of instructional approaches that were used in general education and special education algebra courses, and students’ responses to these instructional approaches.


Effects Of Teachers' Access To Student Data On Algebra Progress, Anne Foegen, Jeannette R. Olson Jan 2007

Effects Of Teachers' Access To Student Data On Algebra Progress, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

This studies extended previous research in Project AAIMS by exploring the effects of teachers’ access to student data on students’ rates of growth in algebra. In addition, the study also replicated previous research examining the technical characteristics (reliability and criterion validity of the measures). The present study was conducted during the fall semester of the 2006-07 academic year and included 168 algebra students in Districts A and B. Students completed four algebra progress monitoring measures each month; all of these probes were administered by students’ teachers during class time and scored by Project AAIMS staff. Class periods were matched by ...


Effects Of Teachers' Engagement With Student Data On Students' Algebra Progress, Anne Foegen, Jeannette R. Olson Jan 2007

Effects Of Teachers' Engagement With Student Data On Students' Algebra Progress, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

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 ...


Classroom Observation Data For District B: Anecdotal Observation Results, Jeannette R. Olson, Anne Foegen Jan 2007

Classroom Observation Data For District B: Anecdotal Observation Results, Jeannette R. Olson, Anne Foegen

Project AAIMS Technical Reports

This report documents the results of anecdotal observations conducted in District B during the fall of 2004. It describes the algebra topics addressed during our observations, the expected tasks (class activities), teacher actions, and student actions in four Algebra IA classes and two Algebra IB classes in this district. We looked at the algebra curriculum for students in these beginning algebra classes, the ways that class periods were structured in these classes, the kinds of instructional approaches that were used, and students’ responses to these instructional approaches. Student with and without disabilities were all enrolled in general education beginning algebra ...


A Replication Study Of The Reliability, Criterion Validity And Sensitivity To Growth Of Two Algebra Progress Monitoring Measures, Serkan Perkmen, Anne Foegen, Jeannette R. Olson Jan 2006

A Replication Study Of The Reliability, Criterion Validity And Sensitivity To Growth Of Two Algebra Progress Monitoring Measures, Serkan Perkmen, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

This study served as a replication of previous work examining the reliability, validity, and sensitivity to growth of the Basic Skills and the Content-Analysis-Multiple Choice probes in two Iowa schools districts. One hundred five students in grades nine to twelve participated in the study. Data were gathered from February 2006 to April 2006. Over three months of data collection, students completed two Basic Skills probes and two Content Analysis-Multiple Choice probes each month. We examined the alternate form reliability and test-retest reliability for both types of probes. We found that both types of probes possessed adequate levels of reliability, with ...


Reliability, Criterion Validity And Sensitivity To Growth: Extending Work On Two Algebra Progress Monitoring Measures, Serkan Perkmen, Anne Foegen, Jeannette R. Olson Jan 2006

Reliability, Criterion Validity And Sensitivity To Growth: Extending Work On Two Algebra Progress Monitoring Measures, Serkan Perkmen, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

This report is intended to extend previous work examining the reliability and validity of the Basic Skills and the Content-Analysis-Multiple Choice probes in two Iowa schools districts and to explore the use of the measures for monitoring student progress. One hundred thirty five students in grades nine to twelve participated in the study. Data were gathered from September 2005 to January 2006. Over four months of data collection, students completed two Basic Skills probes and two Content Analysis-Multiple Choice probes each month. We assessed the alternate form reliability and test-retest reliability of both types of probes. Our findings revealed that ...


Classroom Observation Data For District B: Momentary Time Sampling, Jeannette R. Olson, Anne Foegen Jan 2006

Classroom Observation Data For District B: Momentary Time Sampling, Jeannette R. Olson, Anne Foegen

Project AAIMS Technical Reports

This report documents the results of momentary time sampling observations conducted in District B during the fall of 2004. We summarize the results of eighteen classroom observations in six beginning algebra classes that included students with and without disabilities. It identifies typical student and teacher behaviors, as well as typical instructional organization patterns and task formats in a variety of beginning algebra classes in this district. In District B, there are two options for beginning algebra courses – Algebra I, which covers all the content for the course in one term, as well as Algebra IA and Algebra IB, which spreads ...


Technical Characteristics Of Two Algebra Progress Monitoring Measures: Reliability, Criterion Validity And Sensitivity To Growth, Serkan Perkmen, Anne Foegen, Jeannette R. Olson Jan 2006

Technical Characteristics Of Two Algebra Progress Monitoring Measures: Reliability, Criterion Validity And Sensitivity To Growth, Serkan Perkmen, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

The primary purpose of this study was to investigate the reliability, validity of Algebra Foundations and Content Analysis-Multiple probes and to examine the utility of these probes in monitoring student progress over a full school year. In addition, we also examined the use of a third type of probe, Basic Skills, with a small number of students. Our findings revealed that both the Algebra Foundations and Content Analysis-Multiple Choice probes possessed adequate levels of alternate form and test-retest reliability. We examined two types of validity: concurrent and predictive validity. Concurrent validity was assessed by investigating the relationship between probe scores ...


An Exploratory Study Of The Use Of Two Algebra Progress Monitoring Measures To Evaluate Student Growth, Serkan Perkmen, Anne Foegen, Jeannette R. Olson Jan 2006

An Exploratory Study Of The Use Of Two Algebra Progress Monitoring Measures To Evaluate Student Growth, Serkan Perkmen, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

This study was a first attempt to examine the potential use of the two algebra progress monitoring measures as indicators of student growth in algebra proficiency. Three research questions are addressed in this study. (1) Do the progress monitoring measures demonstrate reliability and validity? (2) To what extent do two different types of probes reflect changes in student performance over an 8-week period? (3) Is the rate of student growth on either of the measures related to other indicators of student proficiency/growth in algebra?

Regarding the first research question, findings revealed that both types of probes possessed satisfactory levels ...


Reliability And Criterion Validity Of Two Algebra Measures: Translations And Content Analysis-Multiple Choice, Anne Foegen, Jeannette R. Olson Jan 2005

Reliability And Criterion Validity Of Two Algebra Measures: Translations And Content Analysis-Multiple Choice, Anne Foegen, Jeannette R. Olson

Project AAIMS Technical Reports

This technical report summarizes the results of a study in which we examined the technical adequacy of two potential measures for algebra progress monitoring. Eighty-seven students (11 of whom were receiving special education services) completed two forms of a Translations measure and two forms of a Content Analysis-Multiple Choice measure during each of two data collection sessions. In addition, we gathered data on criterion variables including grades, overall grade point average, teacher ratings of student proficiency, and scores on districtadministered standardized tests, as well as a measure of algebra aptitude. We examined both test-retest and alternate form reliability for both ...


Reliability And Criterion Validity Of Four Revised Algebra Measures In Districts B And C, Anne Foegen, Jeannette R. Olson, Serkan Perkmen Jan 2005

Reliability And Criterion Validity Of Four Revised Algebra Measures In Districts B And C, Anne Foegen, Jeannette R. Olson, Serkan Perkmen

Project AAIMS Technical Reports

This technical report summarizes the results of a study in which we examined the technical adequacy of four revised measures for algebra progress monitoring. The measures investigated included a Basic Skills probe, an Algebra Foundations probe, a Translations probe, and a Content Analysis-Multiple Choice probe. Revisions to the measures included the addition of a sample page prior to the initial administration of each type of probe and changes to the design templates used to create the Content Analysis-Multiple Choice measure. Seventy-eight students (6 of whom were receiving special education services) completed two forms of a Basic Skills measure, two forms ...