1. Mathematics Diagnostic Testing Project (MDTP)
Testing Procedures
Formative Assessment
Interpret MDTP Test Results Reports
Use Test Results to Modify Curriculum and Inform Instruction

2. Mathematics Diagnostic Testing Project (MDTP)
MDTP is a UC/CSU statewide project of that develops, distributes, scores, and reports results of diagnostic tests that measure student readiness for math courses.
MDTP test results reports identify specific topics and skills that need more attention and allow teachers to develop formative assessments, inform instruction, and evaluate curricula to better prepare students for success in their math courses.

3. Testing Procedures Obtain Daskala access
Prepare for test administration
Administer tests to students
Access online test results reports

4. Testing Procedures (Obtain Daskala Access)
Send class lists to at least one week prior to scheduled testing (see mdtp.ucsd.edu/daskala.shtml#Purchase for required information).
MDTP will send each teacher a login, a list of student logins and PDFs for printing teacher instructions and individualized student instructions.

5. Testing Procedures (Prepare for Test Administration)
Administer tests in a proctored setting
Ensure each computer has required minimum hardware and software specifications (see
Consider starting each computer and going to Daskala login screen prior to start of class
Distribute individual instruction sheets to students
Read student instructions to students

6. Testing Procedures (Administer Tests)
Most tests take approximately 45 minutes, but they are not timed tests. You will get the best diagnostic information if you give the students as much time as they need.
Teachers may allow students to logout and continue the tests at a later time.

7. Testing Procedures (Access Online Test Results Reports)
Test results reports are available online as soon as a student submits his or her responses.
Each teacher will be given a user name and password for accessing their test results reports. Administrators will be able to access all SummerUp classes.
Select the test form in the Exam Summary window and select criteria to determine the data set to be reported, then click the "submit" button at the bottom of the pane. Results for the selected classes will be aggregated.
If the data show more test administrations than students, that is an indication that some students have taken the test more than once. Teachers may need to enter a date range to limit reports to a specific test administration.
Report screens can be viewed by selecting the appropriate tab. Teachers can re-sort most data and can drill down to view details.

8. SummerUp Pre-Tests/Post-Tests
Pre-Tests: Administer Second Year Algebra Readiness (SR45A06) test before class begins, if possible, or on first day of class.
Identify gaps/weaknesses in student preparation
Teachers use information to modify curriculum and inform instruction
Post-Tests: Administer SR45A06 at end of course. Recommend administer Mathematical Analysis Readiness (MR45A08) test too.
SR test will help course developers analyze quality of course
MR test will measure student readiness for Precalculus
Pre-tests: SR test will identify gaps and weaknesses in student preparation for an Algebra II course. Teachers should use this information to modify their curriculum (target weak topics) and inform their instruction (pay attention to specific student errors and misunderstandings).
Post-tests: SR test will give course developers valuable information about quality of course by measuring improvement in student performance. MR test will measure student readiness for NEXT math course, i.e., Precalculus.

9. Local MDTP Site Directors by EAOP Site
Berkeley. Emiliano Gomez,
Merced. Emiliano Gomez, (pre-test) and Bruce Arnold, (post-test)
Riverside. John Sarli,
Santa Barbara. Kate Riley,
Irvine. David Pagni,
UCLA. Mary Sirody,
UCSD. Bruce Arnold,
(Additional contact info available at mdtp.ucsd.edu)
Additional contact information is available at mdtp.ucsd.edu.

10. Formative Assessment
“Formative assessment is continuous, mostly informal, diagnoses what students know/don’t know/misunderstand, requires reflection, informs and modifies instruction.”
–Black and Wiliam, Inside the Black Box: Raising Standards Through Classroom Assessment, Kappan, October 1998

11. Formative Assessment Process
Anticipate errors and misunderstandings
Choose/prepare diagnostic instruments or questions
Administer instrument or ask questions
Collect evidence/observe student response
Analyze for conceptual and procedural errors and misunderstandings
Consider appropriate curricular and instructional responses
Reteach or provide additional reasoning opportunities
Collect more evidence of student learning, analyze and reteach (or provide additional reasoning opportunities) if necessary

12. Interpret MDTP Test Results Reports
Summary Page
By Topic Page
Item Analysis Page
Individual Results Page
Answer Timings Page
Refer to “A Guide to Features of MDTP Online Test Results Reports”.
Connect to SR, Hank Norris Section 6.
Summary Page. 26 students, 53% avg, weakest topic GRPH, strong topics EXPS, POLQ, GEOM, LINR, Critical Level GRPH 4%
By Topic Page. Shows all items in a topic, ordered from easiest to hardest, note difficulty range (GEOM), can drill down to a single topic
Item Analysis Page. View by # or % (select %), review column headings, sort Correct column increasing, see 41, 36, and 31
Individual Results Page. Select Show Topics, review column headings, below Critical Level in red, sort by Percent Correct, see Beauchamp and Snyder
Answer Timings Page. Average time, review upper chart features, review lower chart features

13. Use Test Results to Modify Curriculum and Inform Instruction
SR45A06 #36.
50% of students chose (E), (canceling error)
Need to review before rational expressions
Consider reteaching
Review equivalent fractions (obtained thru multiplication or division)
Need to factor rational expressions to find possible common factors in numerator and denominator
Need to divide numerator and denominator by common factors
Check by substituting values for t