Mathematics Scales
The Student Engagement in Mathematics Scale
This 13-item student-report measure, developed by Rimm-Kaufman, Baroody, Larsen, Curby, and Abry, was developed based upon measures created by Meece (2009); Kong, Wong, and Lam (2003); Rowley, Kurtz-Costes, Meyer, and Kizzie (2009); and Skinner and Belmont (1993). Additionally, the social engagement items were adopted in their existing form from the student-report measure of social engagement developed and used by Patrick et al. (2007), with the only modification involving the addition of the phrase “in math class”.
The Student Engagement in Mathematics Scale provides three composite scores indicating students’ cognitive, emotional, and social engagement in a specific mathematics class. Internal consistency reliability, based on a large sample of fifth graders (n = 387) in the mid-Atlantic region, ranged from .74 – .91. An IRT analysis suggested a modified 13-item instrument.
Citations:
Leis, M., Schmidt, K. M., & Rimm-Kaufman, S. E. (in press). Using the Partial Credit Model to evaluate the Student Engagement in Mathematics Scale. Journal of Applied Measurement. Abstract
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., and Abry, T. (2014). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107, 170-185. doi: 10.1037/a0037252 Abstract
The Mathematics Scan (M-Scan)
The domains of quality were primarily conceptualized based on implementation category from the National Council of Teachers of Mathematics’ (NCTM) Standards for Teaching and Learning Mathematics (2007).
Two existing measures, the SCOOP Notebook and the Classroom Assessment Scoring System (CLASS) served as a foundation for M‐Scan measurement development. The SCOOP measure used classroom artifacts, observations, and instructional materials to measure mathematics instructional practices (Borko et al., 2005; Borko, Stecher, & Kuffner, 2007). The M‐Scan selected, defined, and adapted eight dimensions from the SCOOP measure. The structure of the coding protocol and the 1 to 7 scale was based on the Classroom Assessment Scoring System (CLASS; Pianta, Hamre, & LaParo, 2007). Coding guidelines were established with descriptions to correspond to numerical ratings from 1 to 7 (segmented as low [1‐2], medium [3‐5], and high [6‐7]).
Citation:
Berry, III, R. Q., Rimm‐Kaufman, S. E., Ottmar, E. M., Walkowiak, T. A., & Merritt, E. (2010). The Mathematics Scan (M‐Scan): A Measure of Mathematics Instructional Quality. Unpublished measure, University of Virginia. Do not cite without permission. For more information, contact Robert Berry, robertberry@virginia.edu or Sara Rimm‐Kaufman, serk@virginia.edu.
