Several school districts in Georgia
(including Forsyth and Jefferson Counties) currently use the
Individual Knowledge Assessment of Number (IKAN; New Zealand
Ministry of Education, 2011) and the Global Strategy Stage (GloSS;
New Zealand Ministry of Education, 2012) as part of a diagnostic
assessment system within their multi-tiered systems of support. The
IKAN and GloSS assessments were designed for use in Grades K–8
(GaDOE, 2015). IKAN provides information on students’ number
knowledge (that is, magnitude comparisons, knowledge of base 10
system and meaning of decimals and fractions), and the GloSS
provides information on strategies students use when solving
mathematical problems. When used together, the IKAN and GloSS
assessments furnish teachers with information on how students solve
mathematics problems and students’ understanding of whole and
rational number concepts. Teachers can then use the information
from the assessments to tailor their instruction to students’
levels of understanding and address problems that underlie lack of
success with grade-level curriculum. The Georgia Department of
Education (GaDOE) has received positive feedback through
testimonials from district-level personnel and math coaches
supporting the use of IKAN/GloSS. Yet, very limited psychometric
data exists to support the use of these measures. GaDOE has not
conducted reliability or validity studies using its student
population. While many studies have been conducted in New Zealand
by the Ministry of Education, participating Georgia school
districts and the GaDOE are interested in psychometric data using
teachers and students in their state in the context of their state
system of standards, assessments, and accountability. Thus, through
the Improving Mathematics Research Alliance, the GaDOE requested
REL Southeast conduct a study to determine the reliability and
validity of the IKAN/GloSS diagnostic assessments. The three
research questions guiding the project relate to the inter-assessor
reliability of the GloSS and IKAN assessments when administered by
two assessors within a one-week period and the consequential
validity of using IKAN and GloSS diagnostic assessments (that is,
teachers’ perception of their instructional utility for providing
intervention). Student data from the IKAN and GloSS assessments
administered by teachers and mathematics coaches will be used to
answer the two research questions related to the inter-assessor
reliability studies.
This is a new request -
therefore all burden is new. This results in a program change
increase in burden and responses of 606 hours and 44 responses
respectively.
$179,723
No
Yes
Yes
No
No
No
Uncollected
Janelle Sands 202
245-6786
No
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