Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra - Assessment for Effective Intervention 2021 - Vol. 46(2)

Oct 15, 2026

Uploaded by Marglet

Although algebra is a gatekeeper for advanced coursework and admissions, few high-quality measures assess students’ conceptual understanding. This study examined the technical adequacy of three procedural and two conceptual algebra screening measures with 2,021 secondary students across 31 teachers in three states. It evaluated reliability, alternate-form and test–retest reliability, concurrent and predictive validity using descriptive, correlation, and criterion analyses. Procedural measures showed high reliability and moderate validity, while conceptual measures showed moderate-to-low validity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

CBM in Secondary Mathematics

Conventional CBM Mathematics Measures

Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra Assessment for Effective Intervention 2021, Vol. 46(2) 121–131 © Hammill Institute on Disabilities 2019 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508419862025](DOI: 10.1177/1534508419862025)[ ](DOI: 10.1177/1534508419862025)[aei.sagepub.com](aei.sagepub.com) Vincent R. Genareo, PhD 1, Anne Foegen, PhD2, Barbara J. Dougherty, PhD3, William W. DeLeeuw, PhD4, Jeannette Olson, MS2, and Ruveyda Karaman Dundar, PhD5 Abstract Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students’ algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test–retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability (r = .72–.99), and moderate concurrent and predictive validity (r = .36–.64; .36–.58). The conceptual measures produced moderate to low levels of validity (r = .10–.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students. Keywords curriculum-based measurement, screening/benchmarking, math Proficiency in high school algebra often functions as a gatekeeper to students’ future opportunities and achievement, including successful completion of advanced mathematics courses in high school (Spielhagen, 2006), access to postsecondary education (Adelman, 2006), and the subsequent and profound impact of a college degree on earned income (Bureau of Labor Statistics, 2015) . The importance of algebra is reflected in state graduation requirements, most of which include passing an Algebra 1 course (Center for Public Education, 2013) . Consequently, the future success of students with and at risk for disabilities will be limited if they do not have access to successful experiences in algebra. Scholars advocate for balancing conceptual understanding with flexible skill proficiency, because positioning algebraic procedures within conceptual frameworks can allow students to think more deeply and connect content to past and future learning (Choike, 2000; Kilpatrick, Swafford, & Findell, 2001) . Given that mathematics outcomes for students with disabilities have lagged significantly behind those of their non-disabled peers (Council for Exceptional Children Policy Insider, 2013), teachers need powerful instructional methods and materials, as well as effective assessment techniques to determine students’ progress in developing proficiency in algebra. One approach to assessment, curriculum-based measurement (CBM), holds potential as a valuable tool. CBM in Secondary Mathematics CBM (Deno, 1985, 2003) is an empirically based assessment method that teachers can use to inform instructional decisions and effect improved achievement for students (Stecker, Fuchs, & Fuchs, 2005) . CBM employs formative assessment to measure student growth by administering 1 Salisbury University, MD, USA 2Iowa State University, Ames, I

FAQs

What was the purpose of the study on algebra screening measures?

To examine the technical adequacy of three procedural and two conceptual algebra screening measures and determine how well they support effective intervention in high school algebra.

How were the screening measures evaluated?

The study used descriptive and correlation analyses to assess measure scores, alternate-form and test–retest reliability, concurrent validity, and predictive validity against multiple criterion measures.

What did the results show about procedural versus conceptual measures?

Procedural measures demonstrated high reliability and moderate concurrent and predictive validity, while conceptual measures produced moderate to low validity, making them less suitable for current implementation.

Oct 15, 2026

Uploaded by Marglet