Opening the Gate: Technical Adequacy of Procedural and Conceptual Assessment Measures in High School Algebra

• In Event: Roundtable Session 52
  In Roundtable Session: Students' Understanding of Functions and Algebra

Abstract

The purpose of this study was to explore the technical adequacy of three procedural and two conceptual algebra screening measures. Descriptive and correlation analyses were used to investigate measure scores, alternate and test-retest reliability, concurrent validity, and predictive validity. Participants included 31 teachers who administered measures to 2,021 secondary students in three states. Criterion measures included teacher mathematical proficiency ratings of students, course grades, results of two project-specific mathematics proficiency exams, and state test scores. Results indicated high levels of reliability, and moderate to high concurrent and predictive validity on procedural measures. Moderate to low levels of validity were achieved on the conceptual measures. Results contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students.

Authors

• Vincent R. Genareo, Iowa State University

• William W DeLeeuw, University of Missouri - Columbia

• Anne M. Foegen, Iowa State University

• Barbara J. Dougherty, University of Missouri

• Jeannette Olson, Iowa State University