Quality of Mathematics Instruction in Kindergarten: Score Stability and Associations With Students' Achievement and Motivation

• In Event: 41.031 - Ready for Kindergarten? Screening, Formative Assessment, and Performance Assessment

Abstract

We focus on early mathematics education and examine the Mathematical Quality of Instruction (MQI; Hill, 2014) an observational measure of instruction that, despite being designed for K-middle school classrooms, has not been used in the early grades. Three raters each evaluated 100 video-recorded mathematics lessons taught in the spring by 20 kindergarten teachers (5 lessons/teacher). Inter-rater agreement and internal consistency were strong. However, Generalizability theory analyses indicated that the MQI score variability is: (a) not comparable across its 4 domains, and (b) only partially attributable to stable differences across teachers. Using mathematics achievement and motivation data from 298 children in our sample, we will conduct HLM analyses to document the predictive validity of the MQI.

Authors

• Panayota Y. Mantzicopoulos, Purdue University

• Brian F. French, Washington State University

• Helen Patrick, Purdue University

• ChangChia James Liu, New York Hall of Science

• Yaheng Lu, Purdue University