The FCAT data provided valuable information about our classes and our school as a whole. Our findings indicate that overall our subtest of Number Sense is an area of concern. Though more analysis of the test we can find specific standard weakness, but now I want to discuss professional development as a whole for each of the subtest concepts. Remediation is the tool for teachers to evaluate student’s misconceptions, re-teach the material and reassess. Mathematics uses previous knowledge from year to year to establish a foundation. Identifying fallacies and re-teaching with a concrete models and different strategies for students to grasp the concept as a whole to build from.
Let’s understand Number Sense first. Number sense is the understanding
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Only one student has a level one from class A. As for level twos, there were 9 all together, 6 of which came from class B and three coming from class A. That means that that 79% of the students were proficient or higher on the FCAT. As per the Student Progression Plan, “In accordance with Florida State Statute § 1003.4156(3), for each year in which a student scores a Level 1 or Level 2 on FCAT Mathematics, or when the state transitions to Common Core State Standards (CCSS) Assessments on the Mathematics Common Core Standards Assessments, the student must receive remediation the following year, which may be integrated into the student 's required mathematics course” (Meles, p.39, 2013) There are 10 students who need a remediation math class for next year. As we are researching strategies, gathering information and participating in our PLC’s let us keep those students in mind. The district provides us with resources to use and guide us to enhance the concepts. Remediation is considered your tier II instruction. We may need to look at tier III instruction if the students are not being successful within the first few weeks of the next school year. We need to look at collecting data if any of those students meet eligibility requirements for Exceptional Student Education
The following assignment shows the progress I have made throughout unit EDC141: The Numerate Educator. Included are results from the first and second round of the Mathematics Competency Test (MCT). Examples from assessment two, which, involved me to complete sample questions from the year nine NAPLAN. I was also required to complete a variety of ‘thinking time problems’ (TTP’s) and ‘what I know about’ (WIKA’s). These activities allowed me to build on my knowledge and assisted me to develop my mathematical skills. The Australian Curriculum has six areas of mathematics, which I used in many different learning activities throughout this study period (Commonwealth of Australia, 2009). These six areas will be covered and include number, algebra,
Thornton Fractional South High School represents a diverse school building in the South Suburbs of Chicago, Illinois. We consist of a traditional 9th through 12th grade building with the exception of busing students to the District 215 Tech Center for vocational classes. We share these resources with our sister school TF North. Although we consistently outperform TFN, we are behind the state averages on both the ACT and the PSAE. On the ACT, we are below the state average on the composite score as well as on all three recorded sub-categories. We were closest to the state average in Science and the furthest in Reading. As for the PSAE test to measure those students meeting and exceeding standards, we are again behind the state average. TFS averaged 40.5% of students tested to meet or exceed standards. Meanwhile, the State of Illinois average was 53%. Currently, we are on the Academic Watch Status year 2. We were unable to meet the Adequate Yearly Progress (AYP) or the Safe Harbor Target Goal for Reading and Mathematics which are the two target areas. Our goal as a school is to reach the AYP and attempt to reach and exceed the state averages on the ACT and PSAE.
Lines, S. (2014). Effectiveness of the National Assessment Program - Literacy and Numeracy: final report. Canberra: Senate Printing Unit, Parliament House.
The Texas Assessment of Knowledge and Skills, otherwise known as the TAKS, is a standardized test used throughout the state of Texas to determine whether or not a student is prepared for the next grade level. The TAKS test was implemented in 2003 to replace the Texas Assessment of Academic Skills in concurrence with the “No Child Left Behind Act”. The new test added science and social studies portions to the already existing sections of math, reading, and English. The purpose of this was to obtain more information on where students are academically. However, since its inception, the test has been criticized for numerous reasons. The TAKS test has become ineffective in several capacities and has been used to determine teacher bonuses and assessment of how well a teacher is communicating, evaluations that it was not originally intended to decide. When taking into account all of these points of view, I have come to the conclusion that the TAKS test should no longer be used in its present function.
As this was a review of the chapter before our test, students overall did a good job applying the skills we have learned throughout this chapter. Every single one of my students can correctly identify a number based on the tens and ones, and can find the tens and ones of any given two digit number. I did not have any student fail to identify if a number was greater than or less than another number. In retrospect, I realized that during this lesson I placed very little emphasis on the greater than and less than signs themselves, but this was a large component of the independent practice work. Overall, I have been impressed with the learning progress my students made during this chapter. It was a quick chapter with only 5 lessons, but students moved quickly and comfortably through the content.
With the common core standards students now will be able to transfer schools and understand what is going on because the Common Core Standard provides a clear understanding to all students of what they are expected to learn. It will provide all of the students with an equal opportunity to learn same curriculum no matter which school they are going to. These standards will not limit the students with different level of achievement among students; instead they will ensure a more consistent exposure to materials and learning experience though instructions and teacher preparation. However, two c...
In order for them to be assured that a student gained a years knowledge in a years time, the FCAT was set in place. This FCAT tests students till the tenth grade. The results of this test is then used to make sure the student is not left behind. The education is then centered around the individual needs of each student.
At the conclusion of eighth grade these students are totally burnt out from taking test and have lost the motivation to care about the results. That said, Foundations of Measurement was imperative to helping me gain a thorough foundation on what to do with the data I receive throughout the year, how to decipher and explain, and help my students to use the feedback from the data to make positive changes in their work habits. I believe that having to analyze the data and focus on a distribution of scores helped me have a stronger understanding about the regression to the mean, standard error of measurement, and the standard deviation. A few weeks ago, I sat at my kitchen table on a Saturday morning and struggled with completing the analyzing data and studying for the first official quiz. I went a few steps further and accessed you tube videos and self-help websites to build the schema needed to increase my comprehension of the current data. The process we went through in this class, helped prepare me to communicate feedback to my students one on one to review their current FSA scores and Fast Bridge results. They will create goals before they take another assessment and will have a better understanding of
Bushweller, Kevin. "Teaching to the Test." Introduction. American School Board Journal, 1997. 1. The American School Board Journal. National School Boards Association. Web. 15 Apr. 2011.
Teachers would share information and research as well as their own experiences to support and develop the grading reform. An English teacher had shared her experience on using the method of practicing and retaking for her assessments. Students who didn’t do well in a section the first time had the chance to put their practice into extra work for the second time, and the grading of that work had replaced the first. As a result, more than 65% of her students scores had increased and they were able to master the skill. This development had strengthen their grading.
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
...use of the students in succeeding or not. The teachers across Florida have standards to which they should teach. If they where to teach each subject using the standardized way, then the wealth of the student should not correlate with the learning that the student are acquiring in the classrooms, this excluding of course, the home work and extra study time a student might be applying. This is why I would say that I don’t agree with the FCAT it is a standard that is not reciprocal to the actual grade of knowledge a student has.
To investigate the notion of numeracy, I approach seven people to give their view of numeracy and how it relates to mathematics. The following is a discussion of two responses I receive from this short survey. I shall briefly discuss their views of numeracy and how it relates to mathematics in the light of the Australian Curriculum as well as the 21st Century Numeracy Model (Goos 2007). Note: see appendix 1 for their responses.
The argument about whether or not standardized testing accurately measures a student's performance continues to be debated. In this paper, I would like to argue that standardized testing does not accurately measure a student's performance. After looking at various opinions of standardized testing, I will consider the subject matter in regards to external factors that can influence a student's thinking process during a standardized test, such as anxiety, stress, and any other problems the student may be encountering. As a Secondary Mathematics Education major, I will have to prepare my future students for standardized testing. Through reviewing both sides of the debate about standardized testing, I can learn how to focus on the objectives of standardized testing in order to apply them to other aspects of academics and real-life situations.
The purpose of Chapter two is to review literature related to the major variables within the study. Two literature reviews were conducted. The first literature review examined the retention rates and low standardized test scores on Students taking Middle School Math. This follows the purpose of the conceptual framework, the Keller’s ARCS model(1987). Here, there will be literature related to inform the study that is related to the research design, intervention design, and measurement instruments. Lastly there will be a section on the Conceptual Framework.