Curriculum Based Evaluation in Math Gary L. Cates, Ph.D.

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.

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.

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

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)

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

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