- 99 Views
- Updated On :

Assessment. National Research Council (2001). “students need to be efficient and accurate in performing basic computation with whole numbers” (p. 121)

Related searches for Assessment

Download Presentation
## PowerPoint Slideshow about 'Assessment' - jaeger

**An Image/Link below is provided (as is) to download presentation**

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

National Research Council (2001)

- “students need to be efficient and accurate in performing basic computation with whole numbers” (p. 121)
- students must learn to “use an algorithm for computation with multi-digit numbers because it is an important part of developing mathematical proficiency” (p.7)

Assess these skills?

- Curriculum-Based Measurement
- Developed more than 25 years ago (Stan Deno)
- Reliable & valid way of assessing student progress in the basic skill areas
- CBM-Probes ~ narrow-band tests ~ are simple to administer and score & sensitive to improvement & time efficient
- Science-based research (Marston, 1989; Thurber & Shinn, 2002) ~ having students write answers to grade-level computational problems for 2-4 min. is a reliable and valid outcome measure for typically achieving and those with severe problems (all fact probes are 2 minutes)

Probes

- Correct digits
- Older students (grades 5 & beyond) – in answer or answer & critical processes but grades 1-4 answer only

- Standardized directions
- “We’re going to take a 2 (or 4) -minute math test. I want you to write your answers to these math problems. Some are ___ and some are _____. Look at each one carefully before you write the answer. When I say begin, write your answer to the first problem (point) and work across the page (show). Then go to the next row. Keep doing this until I say stop. Try to work each problem. If you really don’t know how to do it, put an x through it and go to the next problem.” At the end of 2 minutes say, “Stop.”
- Testing ~ not teaching
- No skipping (“try to work each problem”)

Scoring Guidelines

- Correct digits
- Each correct digit is underlined and counted
- Incomplete problem ~ count correct digits
- Xed out ~ count correct digits
- Poor legibility & difficult to determine the number ~ count incorrect
- Reversed but obvious ~ (3) count correct

Probes?

- AIMSweb ~ www.aimsweb.com
- Intervention Central ~ www.interventioncentral.org
- GRAPH RESULTS!!!
- Computer
- By hand

State Measures

- http://community.learnnc.org/dpi/math/archives/instructional_resources/index.php

Diagnosing Errors

- Step 1: Analyze errors and make a hypothesis about the cause of the errors
- Step 2: Interview student to determine cause of the error (if not obvious)
- Step 3: Reteach
- Step 4: Test

Error Types

- Fact Error
- Component Skill Error
- Strategy Error

Fact Error

- Basic facts ~ 100 addition and multiplication facts formed by adding or multiplying any 2 single-digit numbers and their subtraction and division counterparts
- Student follows the correct sequence of steps for solving the problem but misses the problem because of a basic fact error

Fact Error Remediation

- Does the student miss a certain fact consistently?
- If so, the remediation must involve practice on that fact

- Does the student miss a fact inconsistently?
- Increase incentives for accurate work (so students do not rush through work and make careless errors)

Component Skill Error

- Previously taught skills that are integrated as steps in a problem-solving strategy
- Lower grade ~ counting or symbol identification error
- Later grades ~ wider range

Component Skill Error Remediation

- Is the error occurring consistently?
- If no, don’t remedy
- If yes, reteach the particular component skill for AT LEAST 2 consecutive days. Once the student can perform that skill with mastery, reintroduce examples of the problem type that was originally missed.

Strategy Error

- Student does not know the sequence of steps to solve the problem type

Strategy Error Remediation

- Reteach the strategy ~
- Using a highly structured presentation

Download Presentation

Connecting to Server..