This preview shows pages 1–12. Sign up to view the full content.
This preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full DocumentThis preview has intentionally blurred sections. Sign up to view the full version.
View Full Document
Unformatted text preview: Anne Foegen, Ph.D. Iowa State University Pamela M. Stecker, Ph.D. Clemson University Recent Developments in Mathematics Progress Monitoring Introductions and Overview Anne Foegen Pam Stecker Session Overview Formative assessment and mathematics progress monitoring Brief summary of traditional tools Recent developments: Measures Recent developments: Research A new resource for mathematics progress monitoring Formative Assessment and Progress Monitoring: Basic Concepts Formative Assessment Formative assessment involves using feedback from learning activities to adapt teaching to better meet students needs Formative assessment includes both formal and informal tools and strategies Progress monitoring is one type of formative assessment General Definition of Progress Monitoring Collecting and evaluating data to make decisions about the adequacy of student progress toward a goal Evaluating student rate of change (slope) as compared to the slope of anticipated progress Informing teacher planning for instruction Characteristics of Progress Monitoring Measures Technically sound measures Multiple forms of the same measure Assessment systems that are sensitive to student growth Standardized administration procedures Frequent measurement (occurs at least monthly) Display of Progress Monitoring Data Brief Review of Traditional Tools Monitoring Basic Skills Progress: Basic Math Computation Concepts and Applications See http://www.proedinc.com for Fuchs, Hamlett, & Fuchs blackline masters and manual Monitoring Basic Skills Progress: Computation Mixed set of problems across four operations Developed for grades 16 30 alternate forms per grade level Timed for 26 minutes, depending on grade level Scored as number of digits correct in the answers Adapted from NCSPM 7 9 x 41 6 44 52 85 2 64 70 8 + 13 0 7 x B C D E G H I J L M N O Q R S T V W X Y A F K P U 9 2 ) 2 3 1 3 = 15 04 14 41 Sheet #2 Password: AIR Computation 4 Name: Date 1 2 =...
View
Full
Document
This note was uploaded on 11/11/2011 for the course MATH 110 taught by Professor Staff during the Winter '08 term at BYU.
 Winter '08
 Staff
 Math, Basic Math

Click to edit the document details