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Curriculum Based Evaluation in Math Gary L. Cates, Ph.D.
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Mark Mark is having difficulty with multiplication of fractions. An example of such a problem is: 5/6 x 3/9 = ? His answer to such a problem was 15/45 Take some time to write down your thoughts about how to assess this problem fully and generate an intervention that may be helpful given a fictional hypothesis that you may formulate based on your assessment.
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Mathematics Areas Computation: Accurately and quickly responding with symbols of quantity Concepts: Rules Strategies: Need to be efficient Facts: Numerical statements Application: Using math – Sub-domains: Tool use, content knowledge, and Vocabulary Problem-Solving: Using both computation and application.
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Math Assessments Irrelevant standards Irrelevant formats Lack empirically validated sequencing Inadequate samples of student behavior Provide little insight into why errors are made Not aligned with instructional objectives
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Interviewing & Error Analysis 2 ways of collecting information for the development of a hypothesis Interviewing: See Exhibit 12.4 pg 370 Error Analysis: Need a lot of problems of the same type (Facts, operations, applications)
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Setting Goals with BMC considered Consider Basic Movement Cycle (BMC) – Think of it as a “handicap” Task Mastery Rate (TMR)= 50/minute Current BMC = 75/minute Expected BMC = 100/minute Formula: (TMR * Current BMC)/(EBMC) – (50*75)/100 = 37.5 – With current BMC student should be able to make 37.5 DCPM
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Let’s try an Example Complete a probe and make a few errors (with pattern or without). Exchange probes with a classmate. Analyze your classmates probe for error Develop a hypothesis Develop and intervention Describe how you would evaluate the intervention
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