Confirmatory Factor Analysis of IPAM in Third-Grade Students
This study has been designed to analyse the factorial structure of IPAM using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 234 third-grade elementary students from the Canary Islands, to whom the instrument IPAM (Mathematic...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Investigaciones Psicológicas (IIPSI, Conicet-UNC)
2017
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revaluar/article/view/18723 |
| Aporte de: |
| Sumario: | This study has been designed to analyse the factorial structure of IPAM using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 234 third-grade elementary students from the Canary Islands, to whom the instrument IPAM (Mathematics Learning Progress Indicators) was administered. IPAM is a curriculum-based measurement (CBM) instrument for universal screening and mathemat-ics learning progress monitoring in elementary grades. It is composed by three parallel measurements (A, B and C) that aim to measure the same latent structure (i.e., number sense) through the assessment of five indicators of basic early math skills using fluency tasks (i.e., magnitude com-parison, two-digit operations, missing number, one-digit operations, position value). IPAM was administered three times throughout the school year (i.e., fall, winter, and spring). The model tested showed a good fit at the different moments of measurement. |
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