Using Computation Curriculum-Based Measurement Probes for Error Pattern Analysis

Minyi Shih Dennis, Mary Calhoon, Christopher L. Olson, Cara Williams

Research output: Contribution to journalArticle

Abstract

This article describes how curriculum-based measurement-computation (CBM-C) mathematics probes can be used in combination with error pattern analysis (EPA) to pinpoint difficulties in basic computation skills for students who struggle with learning mathematics. Both assessment procedures provide ongoing assessment data affording teachers up-to-date information for modification of instructional methodology and individualization of instruction based specifically on students' computation difficulties. Results from three action research projects demonstrate positive gains, with only 8 weeks of instruction, using CBM-C combined with EPA for middle school students who struggle with learning mathematics.

Original languageEnglish (US)
Pages (from-to)281-289
Number of pages9
JournalIntervention in School and Clinic
Volume49
Issue number5
DOIs
StatePublished - 2014
Externally publishedYes

Fingerprint

Mathematics
Curriculum
mathematics
Students
curriculum
Learning
instruction
student
Health Services Research
individualization
action research
learning
research project
methodology
teacher

Keywords

  • CBM
  • computation
  • error pattern analysis

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Using Computation Curriculum-Based Measurement Probes for Error Pattern Analysis. / Dennis, Minyi Shih; Calhoon, Mary; Olson, Christopher L.; Williams, Cara.

In: Intervention in School and Clinic, Vol. 49, No. 5, 2014, p. 281-289.

Research output: Contribution to journalArticle

Dennis, Minyi Shih ; Calhoon, Mary ; Olson, Christopher L. ; Williams, Cara. / Using Computation Curriculum-Based Measurement Probes for Error Pattern Analysis. In: Intervention in School and Clinic. 2014 ; Vol. 49, No. 5. pp. 281-289.
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