Volume 34, Issue 3 (2005)
An Exploratory Validation of Curriculum-Based Mathematical Word Problem-Solving Tasks as Indicators of Mathematics Proficiency for Third Graders
Asha K. Jitendra, Edward Sczesniak, Andria Deatline-Buchman
Abstract. This study evaluated the validity of curriculum-based word problem-solving measures as indicators of proficiency in mathematics with a sample of 77 children in third grade. In the winter and spring of third grade, children completed a battery of general achievement tests in mathematics in addition to curriculum-based problem-solving and computation assessments. Specifically, the study investigated the reliability and concurrent and predictive validity of the word problem- solving measures through correlation and regression analysis. Results supported the adequacy of the word problem-solving measures as useful indicators of mathematics proficiency for third graders.
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