The Screening in maths is the process of primary goals of this paper will be to utilising an efficient and robust assessment present information on the following key tool to briefly check all students in a grade aspects of high-quality maths screening: or in a school for their degree of risk of what it is, what it’s used for, what key poor end-of-year outcomes. [...] for the assessment and instruction of students, the US Department of Education Both Progress Monitoring and Screening funds the National Center on Intensive Tools Charts are assembled by the Intervention (NCII) to inform the decisions NCII to provide information regarding 6 technical adequacy, r. [...] The NCII generates a rating of each evidence that the screener will correctly screener regarding the strength of the identify students that are at risk and those evidence that it can identify the at-risk not at risk. [...] Because so much maths curriculum is individualised for students The timing of the individual measures will who have maths challenges, it is important be dependent on the procedures laid out in to have a clear understanding of how the administration and scoring procedures students are performing compared to peers of the assessment. [...] Analysing and acting upon results If the measure is individually administered, For CBM screening, the higher the stakes the examiner should be sitting close of the decision, the more important enough to hear their answers, typically precision in decision-making becomes.
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- Australia
Table of Contents
- USING CURRICULUM-BASED 1
- MEASUREMENT FOR PRIMARY 1
- SCHOOL MATHS SCREENING 1
- Using Curriculum-Based Measurement for Primary School Maths Screening 3
- Dr Erica S. Lembke Emily L. Singell 3
- Gabriella Lyth Donofrio Megyn Martin 3
- Contents 4
- Executive summary 5
- Definition and purposes 5
- Overview of screening in maths 5
- Characteristics of good screeners 6
- Using curriculum-based measures as screeners 7
- Box 1 The history of curriculum-based measures as screening tools 7
- What skills are assessed 8
- Maths CBM across the primary years 8
- Considerations for selecting a screener 9
- Technical considerations 9
- Practical considerations for context 10
- Box 2 Potential issues when utilising a computer 10
- Using NCII resources to support tool selection 10
- Box 3 Checklist for decision-making around screening 14
- Making screening work in practice 14
- Planning screening 15
- Frequency 15
- Coordination 15
- Classroom Level 15
- Grade or School Level 15
- Conducting screening 16
- Procedures and timing 16
- The testing environment 16
- Making reasonable adjustments 16
- Scoring 16
- Analysing and acting upon results 16
- Using Percentiles for decision-making 17
- Hand scoring 17
- Box 4 Case Study analysing universal screening data in a primary school 18
- Conclusion 19
- References 20
- Appendix 23
