While teacher rating scales are a common method of identification of student abilities, variability in scores can present challenges. In this brief/conceptual replication, we examine the stability of teacher ratings in a rural school setting to investigate (a) if teacher rating scales were the sole component for identification, would the same…

This study aimed to address the need for a comprehensive assessment tool to evaluate the mathematical abilities of first-grade students through cognitive diagnostic assessment (CDA). The primary challenge involved in this endeavor was to delineate the specific cognitive skills and sub-skills pertinent to first-grade mathematics (FG-M) and to…