Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious.

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. AIMSweb Administering & Scoring Test of Early Numeracy (TEN) 1

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 2 Copyright Notice Administration & Scoring of Tests of Early Numeracy (TEN) Copyright © 2012 NCS Pearson, Inc. All rights reserved. Warning: Copyright © 2012 NCS Pearson, Inc. All rights reserved. Warning: No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner. Pearson, PsychCorp, AIMSweb and the PSI logo are trademarks in the U.S. and/or other countries of Pearson Education, Inc., or its affiliate(s). Produced in the United States of America.

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. This module is designed to accompany Test of Early Numeracy (TEN) Training Session 3 TEN Practice Exercises Online Videos for TEN Scoring Practice AIMSweb® Web-Based Software

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. About the TEN Assessment Benefits of Using AIMSweb ® ’s Test of Early Numeracy (TEN) general curriculum –Are written to represent general curriculum or be “curriculum independent.” decision making –Allow decision making about early math skill acquisition, regardless of between-school, between-school-district, between-teacher differences in reading curriculum. gradedsimilar difficulty –Are graded to be of similar difficulty within each grade level set. Universal Screening. –Have pre-reserved measures exclusively for Universal Screening. 30 alternate forms –Have about 30 alternate forms per grade level for frequent progress monitoring over time without practice effects. –Provide national norms for grades 1-12, and generate local norms when administered for Universal Screening. 4

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Getting Started with Administering & Scoring TEN Planning and Preparation 5

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Setting up Assessment Environment Assessment environments are flexible and could include… –A set-aside place in the classroom. –Reading station in the hall way. –Reading stations in the media center, cafeteria, gym, or empty classrooms. 6

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Setting up Assessment Environment Cautions –Eliminate practice effect –Eliminate practice effect due to “eavesdropping” students who hear certain measures being read repeatedly, or oral counting repeatedly. backup measure –Have a backup measure printed in the case an assessment is “spoiled.” alert and well –Ensure child is alert and well for testing. –Be sure the testing area is reasonably quiet and away from distractions. 7

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Student Copies Read Only (Student only) No numbers on right margin Paper/Pencil Option: Prepare the AIMSweb ® Tests Before Testing 8 Examiner Copies or Booklet Score Only (Examiner only) Numbers on right margin for scoring; or Booklet for directions & scoring Cover sheets for each measure oror Booklet

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Paper/Pencil Option: Paper/Pencil Option: Additional tools needed Digital Stopwatch (or Timer) preferred Clipboard and Pencil List of Students to be Tested Printed Directions Before Testing 9

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Before Testing Need Student Copies & Cover Sheets Read Only (for student) No numbers Cover sheet Browser Based Scoring Option: Prepare the AIMSweb ® Tests Score on Browser* Login to AIMSweb ® Account Find student Click “Assess Now” + *Account subscription must include Browser Based Scoring upgrade 10

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Before Testing Test of Early Numeracy is a standardized test. You must: same way, each time o Administer TEN the same way, each time. exact standardized directions o Adhere to the exact standardized directions at ALL times. not teaching o Remember for 1 minute each, it’s about testing, not teaching o Do not teach or correct o Do not teach or correct the student, except for the 3-Second Rule (more on this momentarily) o Avoid Practice Effects: o Avoid Practice Effects: Don’t allow students to pre-read, use the measures for practice, or use the probes for review after testing, etc. across o Sit across from, not beside student (reduces distraction and increases audibility) 11

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Tests of Early Numeracy: Administration 12

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 1. Place the examiner copy on a clipboard and position so the student cannot see what the examiner records. 2. Say these specific directions to the student: 3. Start your stopwatch. If the student fails to say “1” after 3 seconds, say “1” and continue. (/) 4. Follow along on the examiner copy. Score according to scoring rules. Put a slash (/) through any incorrect numbers. After one minute has expired, place a bracket after the last number said and say “Stop.” During Testing: Oral Counting 15 “When I say start I want you to start counting aloud from 1 like this: 1…2…3… until I tell you to stop. If you come to a number you don’t know, I’ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, Start.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Browser Based Scoring Example A demonstration of the Online Assisted Scoring tool for TEN can be found at the following link: TENTEN 16

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Numbers Correct vs. Errors Introduction to Scoring Procedures Numbers Correct vs. Errors Generally Correct Any number named in increasing order Repetitions Self-corrections within 3 sec. Dialect or articulation differences Generally Errors Skipped numbers 3-second pauses or struggles with a number During Testing: Oral Counting 17

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Correct Oral Count? next in a sequence Any number named that comes next in a sequence. Example: “…12…13…14…” (= 3 points) Repetitions Repetitions. Example: “…7…8…9…8…9…” (= 3 points) Self-Corrections within 3 seconds. Self-Corrections within 3 seconds. Example: “1…2…3…5…oh…3…4…5” (= 5 points) 18

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is an Oral Counting Error? Hesitations of three seconds or more Provide the correct number — one time only! After one time, simply discontinue—”stop.” Example: “…28…29…. …. ….” (stop and score) Omissions of number(s) in a sequence. Example: “…5…6….8…” (= 3 points. 7 is an error) Example: “1…2…3…4…21…22…23…24…” (=8 points, 17 errors) 19

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. After Testing Calculating & Reporting Scores : correctly. 1.Count the total number of numbers said correctly. subtract. 2.Count the number of errors and subtract.THEN 3.Report the total number of Correct Oral Counts. 4.Report the total errors. Example: 35 / 5 35 (correct) / 5 (errors) 20

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Qualitative Features Worth Noting After Testing 21

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. After Testing TEN Scoring Rules and Examples Refer to the Administration and Scoring Guide available under the yellow “Downloads” tab 22

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Oral Counting: Let’s Practice Get ready to score examples TEN Oral Counting 23

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity groups of three (3) 1.Get into groups of three (3) 2.Nominate each person to be one of the following: Examiner #1Examiner #1 Examiner #2Examiner #2 StudentStudent Examiner #3 (If it is necessary to add a 4 th member of the group, this individual can be Examiner #3) 24

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity 3.Student: Shield your score sheet from both examiners. 3.Student: Take out a pencil and pre-mark items on your score sheet for which you will make errors when counting aloud. Shield your score sheet from both examiners. Example: 25

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity read the directions 4.Listen. Your trainer will read the directions for Oral Counting. start timer. 5.Trainer will start timer. 6.Student, 6.Student, for 1 minute, will count orally, making the “intended” mistakes as marked. Examiners 7.All Examiners will score the student. 26

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Oral Counting 8. Trainer reads: “When I say start I want you to start counting aloud from 1 like this 1, 2, 3 until I tell you to stop. If you come to a number you don’t know, I’ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, start.” 27

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. student 9. Score the student Practice Exercise: Oral Counting 28

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Examiners: CalculateCalculate the total Correct Oral Counts & total Errors separately. (e.g., 12 correct / 6 errors) CompareCompare scores between examiners. (Goal is 95% inter-rater reliability between 2 examiners.) Compare your scores with a partner and compute Inter-Scorer Agreement. Small Number is ______ Large Number is ______ Small Number/Large Number x 100 = ______% Practice Exercise: Oral Counting 29

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Rotate & Repeat: 12. Rotate & Repeat: Every group member should be a student once and an examiner twice. Practice Exercise: Oral Counting 30

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. examiner copy 1. Place the examiner copy on a clipboard and position so the student cannot see what the examiner records. Number Identification Cover Sheet 2. Put the Number Identification Cover Sheet over the student copy and read the directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Number Identification 32 “Look at the paper in front of you. It has a number on it (demonstrate by pointing). What number is this?”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 3. Depending on the student’s answer, read the following: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Number Identification 33 CORRECT RESPONSE: “Good. The number is 8. Look at the number next to 8. (demonstrate by pointing). What number is this?” INCORRECT RESPONSE: “This number is 8 (point to 8). What number is this? Good. Let’s try another one. Look at the number next to 8. (demonstrate by pointing). What number is this?”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. standard directions 4. Remove the cover sheet and proceed with the standard directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Number Identification 34 “The paper in front of you has numbers on it. When I say start, I want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 5. Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.” discontinue 6. If the student misses 5 consecutive items, discontinue the task and record a score of zero. 7. Follow along on the examiner copy. Put a slash (/) through any incorrect responses. 3 seconds 8. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3 seconds, tell the student to “try the next one.” ( ] ) “Stop.” 9. At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.” During Testing: Number Identification 35

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Numbers Correct vs. Errors Introduction to Scoring Procedures Numbers Correct vs. Errors Generally Correct Any number the student correctly identifies Repetitions Self-corrections within 3 sec. Dialect or articulation differences Generally Errors Substitutions Hesitations: 3-second pauses or struggles with a number Omissions During Testing: Number Identification 36

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Correctly Identified Number? the student correctly identifies Any number named that the student correctly identifies. Self Corrections Self Corrections within 3 seconds. 37

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Number Identification Error? Hesitations of three seconds or more (point and tell the student to “Try the next one.”) Omissions or skips (if student skips entire row, count all as errors). Substitutions: if the child states any number other than the item number. Discontinue Rule Discontinue Rule: If a student misses five items consecutively, discontinue testing. 38

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. After Testing Calculating & Reporting Scores : correctly. 1.Count the total number of numbers identified correctly. 2.Count the number of errorsTHEN number of numbers identified correctly. 3.Report the total number of numbers identified correctly. total errors. 4.Report the total errors. Example: 25 / 7 25 (correct) / 7 (errors) 39

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Let’s Practice: Number Identification Get ready to score examples of TEN Number Identification 42

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity 3.Student: Shield your score sheet from the examiners. 3.Student: Take out a pencil and pre-mark items on your score sheet for which you will make errors when identifying numbers. Shield your score sheet from the examiners. Example: 44

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity read the directions 4.Listen. Your trainer will read the directions for Number Identification. start timer. 5.Trainer will start timer. 6.Student, 6.Student, for 1 minute, will count orally, making the “intended” mistakes as marked. Examiners 7.All Examiners will score the student. 45

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Number Identification 8. Trainer reads: “The paper in front of you has numbers on it. When I say start, I want you to tell me what the numbers are. Start here and go across the page (demonstrate by pointing). If you come to a number you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.” 46

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Number Identification student. 9. Score the student. 47

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Examiners: CalculateCalculate the total Corrects & total Errors separately. (e.g., 12 correct / 6 errors) CompareCompare scores between examiners. (Goal is 95% inter-rater reliability between 2 examiners.) Compare your scores with a partner and compute Inter-Scorer Agreement. Small Number is ______ Large Number is ______ Small Number/Large Number x 100 = ______% Practice Exercise: Number Identification 48

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Rotate & Repeat: 12. Rotate & Repeat: Every group member should be a student once and an examiner twice. Practice Exercise: Number Identification 49

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. examiner copy 1. Place the examiner copy on a clipboard and position so the student cannot see what the examiner records. Quantity Discrimination Cover Sheet 2. Put the Quantity Discrimination Cover Sheet over the student copy and read the directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Quantity Discrimination 51 “Look at the piece of paper in front of you. The box in front of you has two numbers in it (demonstrate by pointing). I want you to tell me the number that is bigger.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 3. Depending on the student’s answer, read the following: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Quantity Discrimination 52 CORRECT RESPONSE: “Good. The bigger number is 7. Now look at this box (demonstrate by pointing). It has two numbers in it. Tell me the number that is bigger.” INCORRECT RESPONSE: “The bigger number is 7. You should have said 7 because 7 is bigger than 4. Now look at this box (demonstrate by pointing). It has two numbers in it. Tell me the number that is bigger.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. standard directions 4. Remove the cover sheet and proceed with the standard directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Quantity Discrimination 53 “The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you to tell me the number in the box that is bigger. Start here and go across the page (demonstrate by pointing). If you come to a box and you don’t know which number is bigger, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 5. Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.” discontinue 6. If the student misses 5 consecutive items, discontinue the task and record a score of zero. 7. Follow along on the examiner copy. Put a slash (/) through any incorrect responses. 3 seconds 8. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3 seconds, tell the student to “try the next one.” ( ] ) “Stop.” 9. At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.” During Testing: Quantity Discrimination 54

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Numbers Correct vs. Errors Introduction to Scoring Procedures Numbers Correct vs. Errors Generally Correct Any number the student correctly identifies as being bigger (greater) Self-corrections within 3 sec. Dialect or articulation differences Generally Errors Substitutions Hesitations: 3-second pauses or struggles with a number Omissions During Testing: Quantity Discrimination 55

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Correctly Discriminated Quantity? the student correctly discriminates as bigger/greater Any number named that the student correctly discriminates as bigger/greater. Self-Corrections Self-Corrections within 3 seconds. Pointing Pointing responses are acceptable due to the nature of the task. The examiner should prompt the student to respond orally once (after the first pointing response), but accept either oral or pointing responses thereafter. 56

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Quantity Discrimination Error? Hesitations of three seconds or more (point and tell the student to “Try the next one.”) Omissions or skips any item, it is incorrect. (If student skips entire row, count all items in row as errors). Stating both numbers: If the student states both numbers, score as incorrect. Stating other numbers: If the student states any number other than the bigger/greater number, score the item as incorrect. Discontinue Rule Discontinue Rule: If a student misses five items consecutively, discontinue testing. 57

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. After Testing Calculating & Reporting Scores : correctly. 1.Count the total number of quantities discriminated correctly. 2.Count the number of errorsTHEN 3.Report the total number of quantities identified correctly. 4.Report the total errors. Example: 29 / 3 29 (correct) / 3 (errors) 58

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Let’s Practice: Quantity Discrimination Get ready to score examples of TEN Quantity Discrimination 61

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity 3.Student: Shield your score sheet from the examiners. 3.Student: Take out a pencil and pre-mark items on your score sheet for which you will make errors when discriminating quantities. Shield your score sheet from the examiners. Example: 63

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity read the directions 4.Listen. Your trainer will read the directions for Quantity Discrimination. start timer. 5.Trainer will start timer. 6.Student, 6.Student, for 1 minute, will count orally, making the “intended” mistakes as marked. Examiners 7.All Examiners will score the student. 64

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Quantity Discrimination 8. Trainer reads: “The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you to tell me the number in the box that is bigger. Start here and go across the page (demonstrate by pointing). If you come to a box and you don’t know which number is bigger, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.” 65

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Quantity Discrimination student 9. Score the student 66

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Examiners: CalculateCalculate the total Correct Corrects & total Errors separately. (e.g., 12 correct / 6 errors) CompareCompare scores between examiners. (Goal is 95% inter-rater reliability between 2 examiners.) Compare your scores with a partner and compute Inter-Scorer Agreement. Small Number is ______ Large Number is ______ Small Number/Large Number x 100 = ______% Practice Exercise: Quantity Discrimination 67

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Rotate & Repeat: 12. Rotate & Repeat: Every group member should be a student once and an examiner twice. Practice Exercise: Quantity Discrimination 68

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. examiner copy 1. Place the examiner copy on a clipboard and position so the student cannot see what the examiner records. Quantity Discrimination Cover Sheet 2. Put the Quantity Discrimination Cover Sheet over the student copy and read the directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Missing Number 70 “The box in front of you has two numbers in it (point to first box). I want you to tell me the number that goes in the blank. What number goes in the blank?”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 3. Depending on the student’s answer, read the following: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Missing Number 71 CORRECT RESPONSE: “Good. 1 is the number that goes in the blank.” Let’s try another one (point to second box). What number goes in the blank?” INCORRECT RESPONSE: “The number that goes in the box is 1. See 1, 2, 3 (demonstrate by pointing). 1 goes in the blank. Let’s try another one (point to second box). What number goes in the blank?”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. standard directions 4. Remove the cover sheet and proceed with the standard directions: *Not necessary when using Browser-Based Scoring Upgrade During Testing: Missing Number 72 “The piece of paper in front of you has boxes with numbers in them. When I say start you are going to tell me the number that goes in the blank for each box. Start with the first box and go across the row (demonstrate by pointing). Then go to the next row. If you come to one you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.”

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. 5. Start your stopwatch. If the student fails to answer the first problem after 3 seconds, tell the student to “try the next one.” discontinue 6. If the student misses 5 consecutive items, discontinue the task and record a score of zero. 7. Follow along on the examiner copy. Put a slash (/) through any incorrect responses. 3 seconds 8. The maximum time for each item is 3 seconds. If a student does not provide an answer within 3 seconds, tell the student to “try the next one.” ( ] ) “Stop.” 9. At the end of 1 minute, place a bracket ( ] ) around the last item completed and say “Stop.” During Testing: Missing Number 73

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Numbers Correct vs. Errors Introduction to Scoring Procedures Numbers Correct vs. Errors Generally Correct Any missing number the student states correctly Self-corrections within 3 sec. Dialect or articulation differences Generally Errors Substitutions Hesitations: 3-second pauses or struggles with a number Omissions During Testing: Missing Number 74

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is a Correctly Identified Missing Number? the student correctly identifies the missing number in the series Any “blank” (______) for which the student correctly identifies the missing number in the series. Self-Corrections Self-Corrections within 3 seconds. 75

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. What is an Error? Hesitations of three seconds or more (point and tell the student to “Try the next one.”) Omissions or skips any item, it is incorrect. (If student skips entire row, count all items in row as errors). Stating both numbers: If the student states both numbers, score as incorrect. Stating other numbers: If the student states any number other than the bigger/greater number, score the item as incorrect. Discontinue Rule Discontinue Rule: If a student misses five items consecutively, discontinue testing. 76

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. After Testing Calculating & Reporting Scores : correctly. 1.Count the total number of missing numbers identified correctly. 2.Count the number of errorsTHEN quantities identified correctly. 3.Report the total number of quantities identified correctly. total errors 4.Report the total errors Example: 31 / 3 31 (correct) / 3 (errors) 77

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Let’s Practice: Missing Number Get ready to score examples of TEN Missing Number 80

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity 3.Student: Shield your score sheet from the examiners. 3.Student: Take out a pencil and pre-mark items on your score sheet for which you will make errors when identifying missing numbers. Shield your score sheet from the examiners. Example: 82

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Triad Activity read the directions 4.Listen. Your trainer will read the directions for Missing Number. start time.r 5.Trainer will start time.r 6.Student, 6.Student, for 1 minute, will count orally, making the “intended” mistakes as marked. Examiners 7.All Examiners will score the student. 83

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Missing Number 8. Trainer reads: “The piece of paper in front of you has boxes with numbers in them. When I say start you are going to tell me the number that goes in the blank for each box. Start with the first box and go across the row (demonstrate by pointing). Then go to the next row. If you come to one you don’t know, I’ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start.” 84

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Practice Exercise: Missing Number student. 9. Score the student. 85

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Examiners: CalculateCalculate the total Correct Corrects & total Errors separately. (e.g., 12 correct / 6 errors) CompareCompare scores between examiners. (Goal is 95% inter-rater reliability between 2 examiners.) Compare your scores with a partner and compute Inter-Scorer Agreement. Small Number is ______ Large Number is ______ Small Number/Large Number x 100 = ______% Practice Exercise: Missing Number 86

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Rotate & Repeat: 12. Rotate & Repeat: Every group member should be a student once and an examiner twice. Practice Exercise: Missing Number 87

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Accuracy of Implementation Rating Scales Available for each TEN subtest (see manual) Periodically review and check accuracy with each other (colleagues) to prevent examiner drift. 88

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious. Summary You now have the building blocks to begin TEN assessment. Practice to Automaticity Practice to Automaticity — You’ll become more proficient. Get Checked Out Get Checked Out with AIRS for accuracy/efficiency by a colleague. Stay in Tune Stay in Tune by periodically checking AIRS. 89

Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious.

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Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious.

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Presentation on theme: "Summer 2012. Copyright (c) 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. All names and data used in this presentation are fictitious."— Presentation transcript:

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About project

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