Mathematics Assessment

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Math is a cumulative process. Follow continuum of concrete to abstract.
Foundation skills are taught first and new skills build upon them.
Math scope and sequence is essential-teachers use this to identify skills need to be taught and then direct instruction.
New evaluations: criterion-referenced, providing feedback to students about strengths and weaknesses, formative evaluations rather summative,
Continuous monitoring of student progress
How do students represent math ideas by writing, verbalizing, and through visual representations such as graphs, charts and illustrations?
Students must be directly involved in the learning process: cooperative learning, self-evaluation, using math in real-life situations.

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Content: understanding mathematical processes
Operations: written or oral calculation skills from counting to solving multi-digit equations using estimation and reasoning
Application: knowledge and ability to use practical math skills (time, money, measurement, graphing, etc.)
Problem Solving: reading, comprehending and solving the computation of word problems
Consumer Skills: real life vocational, survival skills (managing money, banking, purchasing skills)

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Teachers and parents have information about conceptual and strategic knowledge; a unique perspective.
We can gain insight into students’ dispositions about math, feelings of competency, likes and dislikes, how do they approach math problems?
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How do we format an interview?
Ask student how he/she would perform a task.
Ask student to solve problems non-verbally.
Ask students to solve problems verbally.

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Analysis
Look at products: class assignments, board work, worksheets, pages in work book, performance activities process rather than product
Homework
Teacher’s observations during work

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Students describe their own competency levels and confidence
Students communicate how they solve problems and how they identify relevant and irrelevant information
Students let us know what they know and what they need help with
Students take more responsibility for their learning
Students use established criteria to evaluate their own work
(and the work of others with peer assessment)

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Mathematical language assessment
Cultural and language differences
Cognitive factors
Attitudes toward math and emotional factors
Ineffective instruction
Poor abstract or symbolic thinking
Poor reading skills
Failure to use common sense in mathematics
Information processing problems

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Math Language
Assessment:
Students with disabilities have difficulty with math comprehension, organizing, using math language
Cultural Differences: semantics, linguistics, symbols
Attitudes toward Math: positive or negative impact students’ performance
Processing Problems:
Unable to process information
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Ineffective Instruction:
Student may lack good examples, opportunities to apply math
Poor Abstract or Symbolic
Thinking: Students need manipulatives, concrete examples, and have difficulties with abstract concepts
Poor Reading Skills or
Using Common Sense:
Unable to read problems and use logic or reasoning skills

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Questions to ask: Does the student….
Comprehend the meaning of commonly used math terms (equivalent, place value, minus)?
Recognize the multiple meanings of math terms, such as the same word used as a noun and a verb (circle)?
Grasp the meaning of synonyms that describe the same operation
(subtract, minus, take away)?
Understand and distinguish between operational signs and symbols?
Have the ability to use math language appropriately to ask clear questions and, if needed, to say he/she is confused while solving math tasks?

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Have students demonstrate their understanding of and ability to use math terms correctly.
Relationship words: before, after, top, bottom, greater than, less than, shorter, longer, long, narrow, near, far, in front of, next, between, after, behind.
Have students demonstrate their ability to communicate using math terms, explaining how they solved problems, what difficulties they encountered and what they learned from the process.
Using a math journal, students should select a math problem and explain how they solved it, what was easy, what they learned. Then, students select a math problem that was difficult and explain why. Lastly, students write about how they learn best.

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Mathematical Assessment Measures
Mathematics curriculum-based measurement
Curriculum based math probes
Graphing math probe results
Mathematical error analysis
Oral math interview
Task analysis
Checklists
Mathematical inventory
Mathematical journal writing
Performance based assessment
Math Portfolio
Life consumer skills

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CBM: effective and efficient, uses math probes; quick and helpful in monitoring progress
CBM Math Probes: times samples that assess skills accuracy and fluency –When graphing results, if scores are below the aimline, teacher should develop interventions to address deficits.
Math Error Analysis:
Teacher can identify types of errors-content, operations, applications, problem solving and consumer math
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Types of Math Errors: facts, regrouping, incorrect operation, directional, omissions, placement, attention to sign, random errors, calculation errors
Oral Math Review:
How students approach a task, solve problems, use information, analyze problems,
Teachers can determine the student’s social-emotional response to math.
Task Analysis: each operation or process is broken down into discrete components

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Checklists: way to monitor progress on IEP goals and objectives and helps with analyzing work samples, interviewing students or observing them.
Math Journal Writing: reflection of own work, self-evaluation, recording own progress
Math Inventory: provides an assessment where skills and concepts are listed, some were mastered, those emerging and those that need to be developed.
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Performance Based
Assessment:
Used to evaluate students’ abilities in developing a product or demonstrate a skill indicating proficiency. The results are used for instructional development.
Math Portfolio: collection of samples over time-teachers can assess competence in problem solving, application, communication, disposition and work habits.
Life Consumer Skills:
Daily living skills, application

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Math Task Analysis
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Prerequisite skills
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Follows written and oral directions
Matches numerals
Visually discriminates numbers
Identifies numeral
Identifies addition sign
States the concept of adding numbers
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States the concept of place value
Demonstrates the ability to regroup numbers.
Problem:
571
+ 299
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Math Task Analysis
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Computation skills
Identifies the equation as addition
Adds in right to left direction
Recognizes the starting point
Adds 1 and 9
Writes a 0 under the 9, in the ones
Writes the 1 above the tens
Moves to the tens place
Adds 7 under the 9 in the tens
Writes 7 under the 9 in the tens
Moves to the hundreds
Adds the 5 and 2 and carried 1
Writes the 8 under the 2 in the hundreds

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Scoring
3-consistently demonstrates
2-usually demonstrates
1-inconsistently demonstrates
0-not demonstrated
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Evidence that the student:
Selects portfolio artifacts with a clear rationale
Chooses artifacts that are relevant and appropriate
Keeps materials organized
Includes artifacts demonstrating a variety of concepts and skills
Articulates why artifacts were selected
States learning goals
Notes areas of strength and weakness
Works cooperatively on portfolio
Summarizes progress
Demonstrates pride in work

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Does the student have mathematical knowledge and skills needed to deal successfully with basic money, job and daily life experiences?
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What we should do…..
Provide students with real-life consumer tasks requiring mathematical problem solving.
Identify students’ ability to determine the information needed, necessary components required and the mathematical processes to be used.
Observe the efficiency and accuracy of the skills they use to resolve the problem.

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Mathematical Scoring-Rating Procedures
Mathematical holistic and analytic scoring: Holistic: points awarded for the whole product, Analytic: separate scores for different dimensions of the work.
Mathematical rubrics: established guidelines or set of criteria
Mathematical rating scales:
Used to evaluate abilities; dimensions to be evaluated, may wish to use a Likert Scale (never, sometimes, always)

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Groups 1 & 2
A student in your class is having difficulty with mathematics.
What pre-referral strategies would you attempt?
Describe the steps you would follow for the pre-referral process.
Should a multi-disciplinary evaluation be conducted?
What assessments would you recommend?

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Groups 3 & 4
Design three informal assessment testing procedures or strategies that can be used with a student having difficulty solving math word problems.
What factors may complicate this skill acquisition for the student?

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Groups 5 & 6
Choose a transition life skill and design three mathematical performance assessment tasks that could be used to demonstrate the students’ ability to generalize the specific skill selected.
Share with the class.

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Balanced Assessment in Math http://balancedassessment.gse.harvard.edu
ASPECT: http://www.bgsu.edu/colleges/edhd/programs/ASPECT
2000-2001 Taskbank: http://rda.aps.edu/pdf/donna/website/dirlist.asp