Brian A Bottge
Biographic Data
| ID | 9622742 |
|---|---|
| NAME | Brian A Bottge |
| GIVEN NAMES | Brian A |
| FAMILY NAME | Bottge |
| SIGNATURE | BOTTGE B A |
| AFFILIATIONS | University of Kentucky |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities
Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the …
A Latent Transition Analysis Model for Assessing Change in Cognitive Skills
Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is presented of an instructional treatment on a sample of seventh-grade students in several classrooms in a Mi…
No prominent works on this page.
A Latent Transition Analysis Model for Assessing Change in Cognitive Skills
Latent transition analysis (LTA) was initially developed to provide a means of measuring change in dynamic latent variables. In this article, we illustrate the use of a cognitive diagnostic model, the DINA model, as the measurement model in a LTA, thereby demonstrating a means of analyzing change in cognitive skills over time. An example is presented of an instructional treatment on a sample of seventh-grade students in several classrooms in a Mi…
Effects of Formative Assessment Strategies on the Fractions Computation Skills of Students With Disabilities
Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest–posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition, teachers used technology-assisted prompts to assess student performance and remediate errors. In the …
Developmental psychology (2 works) · Psychology (2 works) · Advanced Statistical Modeling Techniques (1 work) · Behavioral and Psychological Studies (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive Science and Mapping (1 work) · Cognitive skill (1 work) · Cognitive test (1 work) · Curriculum (1 work)