FastBridge Math Assessments

Transcription

1 FastBridge Math Assessments

2 Screening Ø Types of math skills Ø How FastBridge tools measure math skills ü Screening ü Progress Monitoring Ø Activity: selecting math progress measures for specific student profiles 2

3 Types of Math Skills Ø Adding it Up (2001) Ø Foundations for Success(2008) Ø Common Core (2010) 3

4 Adding It Up Ø Study by leading mathematicians Ø Published by the National Academies Press Ø Identified areas for improvement in U.S. math instruction Ø 5 strands of mathematics 4

5 5 Strands of Mathematics Ø Conceptual understanding comprehension of mathematical concepts, operations, and relations Ø Procedural fluency skill in carrying out procedures flexibly, accurately, efficiently, and appropriately Ø Strategic competence ability to formulate, represent, and solve mathematical problems Ø Adaptive reasoning capacity for logical thought, reflection, explanation, and justification Ø Productive disposition habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one s own efficacy. 5

6 Foundations for Success Ø Commissioned by Congress Ø Sought to identify specific ways to improve math instruction in U.S. schools Ø Built on Adding it Up Ø Identified 3 categories of instructional benchmarks for students 6

7 Benchmarks These skills were identified as essential for students to be ready for algebra by high school 7

8 Common Core Ø Multi-state effort to create common learning goals for students Ø Math standards include 11 domains with specific learning goals at each grade 8

9 Common Core Math Domains Counting and Cardinality Ratios and Proportional Relationships Operations and Algebraic Thinking Number and Operation in Base 10 Number and Operation- Fractions The Number System Expressions and Equations Functions Measurement and Data Statistics and Probability Geometry 9

10 FastBridge Alignments Ø FastBridge assessments seek to measure the core math skills needed for student success Ø The focus is on lower-level foundation skills that will prepare students for advanced math 10

11 Broad and Narrow Assessments Ø Broad assessments: ü Measure all math skills comprehensively v amath v earlymath Composite Ø Narrow assessments ü Measure specific math subskills v earlymath subtests v CBMmath-Automaticity v CBMmath-CAP v CBMmath-Process 11

12 amath Ø Computer-adaptive test of all math domains Ø Items adapt to the answers that student provide Ø Gives an estimate of the student s current math proficiency ü Strengths ü Weaknesses 12

13 earlymath Ø Suite of 17 subtests that measure skills such as: ü 1:1 correspondance ü Counting ü Cardinality (order or numbers) ü Quantification ü Value differences ü Combining and reducing quantities 13

14 CBMmath-Automaticity Ø Online assessment of the 4 basic operations ü Addition ü Subtraction ü Multiplication ü Division Ø Timed to show automaticity Ø Essential for advanced math proficiency 14

15 CBMmath-CAP Ø Online assessment of applied math skills Ø Timed with prorated score Ø Shows student proficiency with using basic operations to solve a variety of math problems 15

16 CBMmath-Process Ø Timed paper and pencil assessment of the steps that students use to solve math problems Ø Two scoring methods: ü Rapid used for screening ü Error analysis used for progress monitoring 16

17 Math Screening Ø Goal is to identify students who need additional math instruction ü Grades K-1: earlymath ü Grades 2-8: amath Ø Students in grades 9-12 with math difficulties can take amath in order to identify their skill needs 17

18 Comprehensive Screening Ø Combine earlymath or amath with one of the CBMmath assessments Ø Will provide both broad and narrow assessment of skills Ø Can pinpoint instructional needs ü Summarized in the Screening-to- Intervention report 18

19 Screening to Intervention: Math 19

20 Math Progress Monitoring Ø Needs to math the intervention skill Ø The s2i report suggests progress measures from ü earlymath subtests ü CBMmath-Automaticity ü CBMmath-CAP ü CBMmath-Process 20

21 Selecting Math Progress Monitoring Tools Ø Use the s2i report, or Ø Examine the Individual Skills Report Ø Match interventions to measures: ü Pre-math skills: earlymath ü Fact fluency: CBMmath-Automaticity ü Applying skills: CBMmath-CAP ü Procedures: CBMmath-Process 21

22 PNext Steps Check out the training modules for specific assessments