Mathematics Diagnostic Testing Project (MDTP)

1. Mathematics Diagnostic Testing Project (MDTP) • Testing Procedures • Formative Assessment • Interpret MDTP Test Results Reports • Use Test Results to Modify Curriculum and Inform Instruction

2. Mathematics Diagnostic Testing Project (MDTP) • MDTP is a UC/CSU statewide project of that develops, distributes, scores, and reports results of diagnostic tests that measure student readiness for math courses. • MDTP test results reports identify specific topics and skills that need more attention and allow teachers to develop formative assessments, inform instruction, and evaluate curricula to better prepare students for success in their math courses.

3. Testing Procedures • Obtain Daskala access • Prepare for test administration • Administer tests to students • Access online test results reports

4. Testing Procedures(Obtain Daskala Access) • Send class lists to mdtp@ucsd.edu at least one week prior to scheduled testing (see mdtp.ucsd.edu/daskala.shtml#Purchase for required information). • MDTP will send each teacher a login, a list of student logins and PDFs for printing teacher instructions and individualized student instructions.

5. Testing Procedures(Prepare for Test Administration) • Administer tests in a proctored setting • Ensure each computer has required minimum hardware and software specifications (see http://mdtp.ucsd.edu/daskala.shtml#Requirements) • Consider starting each computer and going to Daskalalogin screen prior to start of class • Distribute individual instruction sheets to students • Read student instructions to students

6. Testing Procedures(Administer Tests) • Most tests take approximately 45 minutes, but they are not timed tests. You will get the best diagnostic information if you give the students as much time as they need. • Teachers may allow students to logout and continue the tests at a later time.

7. Testing Procedures(Access Online Test Results Reports) • Test results reports are available online as soon as a student submits his or her responses. • Each teacher will be given a user name and password for accessing their test results reports. Administrators will be able to access all SummerUp classes. • Select the test form in the Exam Summary window and select criteria to determine the data set to be reported, then click the "submit" button at the bottom of the pane. Results for the selected classes will be aggregated. • If the data show more test administrations than students, that is an indication that some students have taken the test more than once. Teachers may need to enter a date range to limit reports to a specific test administration. • Report screens can be viewed by selecting the appropriate tab. Teachers can re-sort most data and can drill down to view details.

8. SummerUp Pre-Tests/Post-Tests • Pre-Tests: Administer Second Year Algebra Readiness (SR45A06) test before class begins, if possible, or on first day of class. • Identify gaps/weaknesses in student preparation • Teachers use information to modify curriculum and inform instruction • Post-Tests: Administer SR45A06 at end of course. Recommend administer Mathematical Analysis Readiness (MR45A08) test too. • SR test will help course developers analyze quality of course • MR test will measure student readiness for Precalculus

9. Local MDTP Site Directors by EAOP Site • Berkeley. Emiliano Gomez, emgomez@berkeley.edu • Merced. Emiliano Gomez, emgomez@berkeley.edu (pre-test) and Bruce Arnold, barnold@ucsd.edu (post-test) • Riverside. John Sarli, jsarli@csusb.edu • Santa Barbara. Kate Riley, kriley@calpoly.edu • Irvine. David Pagni, dpagni@exchange.fullerton.edu • UCLA. Mary Sirody, msirody@math.ucla.edu • UCSD. Bruce Arnold, barnold@ucsd.edu (Additional contact info available at mdtp.ucsd.edu)

10. Formative Assessment “Formative assessment is continuous, mostly informal, diagnoses what students know/don’t know/misunderstand, requires reflection, informs and modifies instruction.” –Black and Wiliam, Inside the Black Box: Raising Standards Through Classroom Assessment, Kappan, October 1998

11. Formative Assessment Process • Anticipate errors and misunderstandings • Choose/prepare diagnostic instruments or questions • Administer instrument or ask questions • Collect evidence/observe student response • Analyze for conceptual and procedural errors and misunderstandings • Consider appropriate curricular and instructional responses • Reteach or provide additional reasoning opportunities • Collect more evidence of student learning, analyze and reteach (or provide additional reasoning opportunities) if necessary

12. Interpret MDTP Test Results Reports • Summary Page • By Topic Page • Item Analysis Page • Individual Results Page • Answer Timings Page

13. Use Test Results to Modify Curriculum and Inform Instruction • SR45A06 #36. • 50% of students chose (E), (canceling error) • Need to review before rational expressions • Consider reteaching • Review equivalent fractions (obtained thru multiplicationor division) • Need to factor rational expressions to find possible common factors in numerator and denominator • Need to divide numerator and denominator by common factors • Check by substituting values for t