Examining Alignment between State Performance Assessment and Mathematics Classroom Activities
ERIC Educational Resources Information Center
Parke, Carol S.; Lane, Suzanne
2008-01-01
The authors describe research on the extent to which mathematics classroom activities in Maryland were aligned with Maryland learning outcomes and the Maryland School Performance Assessment Program (MSPAP; Maryland State Department of Education, 1995, 2000). The study was part of a larger research project (S. Lane, C. S. Parke, & C. A. Stone,…
Alignment of Content and Effectiveness of Mathematics Assessment Items
ERIC Educational Resources Information Center
Kulm, Gerald; Dager Wilson, Linda; Kitchen, Richard
2005-01-01
Alignment has taken on increased importance given the current high-stakes nature of assessment. To make well-informed decisions about student learning on the basis of test results, assessment items need to be well aligned with standards. Project 2061 of the American Association for the Advancement of Science (AAAS) has developed a procedure for…
ERIC Educational Resources Information Center
Shapley, Kathy L.; Brite, Jessica
2008-01-01
This technical brief examines the current alignment between Oklahoma Core Curriculum Tests (OCT) and the 2009 National Assessment of Educational Progress (NAPE) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAPE assessments will be based. Applying the methodology used by…
ERIC Educational Resources Information Center
Leffler, James
2004-01-01
The process used for this alignment was an abbreviated version of the alignment work and models developed by Norman L. Webb (1997, 1999, 2001, and 2002), and used in alignment studies of the Idaho state assessment system. While the full Webb alignment includes four dimensions, this study only considers two of the dimensions -- Depth of Knowledge…
Alignment of Mathematics State-Level Standards and Assessments: The Role of Reviewer Agreement
ERIC Educational Resources Information Center
Webb, Noreen M.; Herman, Joan L.; Webb, Norman L.
2007-01-01
This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about…
Designing Assessment for Mathematics
ERIC Educational Resources Information Center
Depka, Eileen
2007-01-01
Teaching mathematics in today's world requires practices and procedures integrated with performance tasks that actively involve students. In this second edition of Designing Rubrics for Mathematics, Eileen Depka clarifies the purpose of rubrics in math instruction and illustrates the relationship between assessment, rubrics, and the National…
Aligning Assessments for COSMA Accreditation
ERIC Educational Resources Information Center
Laird, Curt; Johnson, Dennis A.; Alderman, Heather
2015-01-01
Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…
Assessing Students Beliefs about Mathematics.
ERIC Educational Resources Information Center
Spangler, Denise A.
1992-01-01
Presents 11 open-ended questions that can be presented to students and teachers at all educational levels in various formats to assess mathematical beliefs. Questions investigate beliefs toward mathematics, the problem-solving process, mathematicians, and mathematical applications. (MDH)
ERIC Educational Resources Information Center
Newton, Jill A.; Kasten, Sarah E.
2013-01-01
The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb…
Assessment and Learning of Mathematics.
ERIC Educational Resources Information Center
Leder, Gilah C., Ed.
This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…
Promoting and Assessing Mathematical Generalising
ERIC Educational Resources Information Center
Hill, Tiffany; Lannin, John; van Garderen, Delinda
2015-01-01
Helping students generalise mathematical ideas is an essential component of teaching and learning of mathematics (Lannin, Ellis, Elliott & Zbiek, 2011). However, it can be challenging for primary teachers to assess and promote generalisation. Because generalisation is an essential part of mathematics instruction, the authors highlight the…
Evaluating Alignment between Curriculum, Assessment, and Instruction
ERIC Educational Resources Information Center
Martone, Andrea; Sireci, Stephen G.
2009-01-01
The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each…
Assessment Mathematics Teacher's Competencies
ERIC Educational Resources Information Center
Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.
2007-01-01
This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…
Supporting Assessment in Undergraduate Mathematics
ERIC Educational Resources Information Center
Steen, Lynn Arthur, Ed.
2006-01-01
This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…
Constructing Aligned Assessments Using Automated Test Construction
ERIC Educational Resources Information Center
Porter, Andrew; Polikoff, Morgan S.; Barghaus, Katherine M.; Yang, Rui
2013-01-01
We describe an innovative automated test construction algorithm for building aligned achievement tests. By incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction…
Integrating Mathematics across the Curriculum. NCTM-Aligned Activities.
ERIC Educational Resources Information Center
Martin, Hope
An effective curriculum gives students the opportunity to perceive relationships among different topics in mathematics, use mathematics in their everyday lives, and apply mathematical thinking and problem solving to other curriculum areas. This book contains fun and creative ways to integrate mathematics across the curriculum with a diversity of…
ERIC Educational Resources Information Center
Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian
2016-01-01
We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…
Evaluation of mathematical algorithms for automatic patient alignment in radiosurgery.
Williams, Kenneth M; Schulte, Reinhard W; Schubert, Keith E; Wroe, Andrew J
2015-06-01
Image registration techniques based on anatomical features can serve to automate patient alignment for intracranial radiosurgery procedures in an effort to improve the accuracy and efficiency of the alignment process as well as potentially eliminate the need for implanted fiducial markers. To explore this option, four two-dimensional (2D) image registration algorithms were analyzed: the phase correlation technique, mutual information (MI) maximization, enhanced correlation coefficient (ECC) maximization, and the iterative closest point (ICP) algorithm. Digitally reconstructed radiographs from the treatment planning computed tomography scan of a human skull were used as the reference images, while orthogonal digital x-ray images taken in the treatment room were used as the captured images to be aligned. The accuracy of aligning the skull with each algorithm was compared to the alignment of the currently practiced procedure, which is based on a manual process of selecting common landmarks, including implanted fiducials and anatomical skull features. Of the four algorithms, three (phase correlation, MI maximization, and ECC maximization) demonstrated clinically adequate (ie, comparable to the standard alignment technique) translational accuracy and improvements in speed compared to the interactive, user-guided technique; however, the ICP algorithm failed to give clinically acceptable results. The results of this work suggest that a combination of different algorithms may provide the best registration results. This research serves as the initial groundwork for the translation of automated, anatomy-based 2D algorithms into a real-world system for 2D-to-2D image registration and alignment for intracranial radiosurgery. This may obviate the need for invasive implantation of fiducial markers into the skull and may improve treatment room efficiency and accuracy. PMID:25782189
Assessing Innovative Proposals in Mathematics.
ERIC Educational Resources Information Center
Ediger, Marlow
Mathematics is at the apex in priorities pertaining to state-mandated testing of students. With 49 out of 50 states having mandated the testing of students, all of these have mathematics in the testing format. This paper discusses the modern school mathematics movement, recent approaches in improving the teaching of mathematics, and specific…
Alignment of Standards and Assessment: A Theoretical and Empirical Study of Methods for Alignment
ERIC Educational Resources Information Center
Nasstrom, Gunilla; Henriksson, Widar
2008-01-01
Introduction: In a standards-based school-system alignment of policy documents with standards and assessment is important. To be able to evaluate whether schools and students have reached the standards, the assessment should focus on the standards. Different models and methods can be used for measuring alignment, i.e. the correspondence between…
Educational assessment of mathematics skills and abilities.
Bryant, B R; Rivera, D P
1997-01-01
Mathematics assessments play a valuable role in identifying students' strengths and weaknesses and in developing and monitoring instructional practice. Over the last century, mathematics assessment has been refined as math content has changed as a result of curriculum reform. Today, researchers and practitioners use various assessment techniques to (a) identify students who have mathematics learning disabilities (LD), (b) target individual strengths and weaknesses across mathematics areas, (c) document the effects of mathematics instruction in a remedial or special program, (d) identify strategies that students employ during math activities, (e) conduct research about the characteristics of students with math LD, and (f) examine the technical characteristics of mathematics tests. This article provides an historical overview of the development of mathematics assessment and a description of specific strategies for conducting math evaluations. PMID:9009875
Clinical Assessment in Mathematics: Learning the Craft.
ERIC Educational Resources Information Center
Hunting, Robert P.; Doig, Brian A.
1997-01-01
Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…
Oral Assessment in Mathematics: Implementation and Outcomes
ERIC Educational Resources Information Center
Iannone, P.; Simpson, A.
2012-01-01
In this article, we report the planning and implementation of an oral assessment component in a first-year pure mathematics module of a degree course in mathematics. Our aim was to examine potential barriers to using oral assessments, explore the advantages and disadvantages compared to existing common assessment methods and document the outcomes…
Assessing Higher Order Thinking in Mathematics.
ERIC Educational Resources Information Center
Kulm, Gerald, Ed.
This book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics, focusing on the elementary and secondary grades. Current knowledge and research on mathematics learning and testing is synthesized. Examples of innovative test items for classroom use and state assessment programs are…
Critical Alignment in Inquiry-Based Practice in Developing Mathematics Teaching
ERIC Educational Resources Information Center
Goodchild, Simon; Fuglestad, Anne Berit; Jaworski, Barbara
2013-01-01
This paper reports a case study from a mathematics teaching developmental research project. The theoretical foundation for the research comprises "communities of inquiry" and "critical alignment," with which the developmental methodology has a particular synergy. This synergy is the main focus of the paper. The paper elaborates…
Assessing Students' Beliefs about Mathematics.
ERIC Educational Resources Information Center
Spangler, Denise A.
1992-01-01
Presents eleven open-ended questions used to address students' beliefs about mathematics that were culled from a wide variety of mathematics education populations. Each question is followed by a summary of typical responses from those populations that can help teachers plan instruction and structure the classroom environment. (JJK)
The Assessment of Mathematical Abilities.
ERIC Educational Resources Information Center
Osborn, Herbert H.
1983-01-01
A test was given to 322 secondary students to develop a profile of mathematical ability based on four components: computation, pattern recognition, logical reasoning, and symbolic manipulation. These profiles were compared to mathematics test scores; the results verified hypotheses about individual differences in mental processes and knowledge…
Judging Alignment of Curriculum-Based Measures in Mathematics and Common Core Standards
ERIC Educational Resources Information Center
Morton, Christopher
2013-01-01
Measurement literature supports the utility of alignment models for application with state standards and large-scale assessments. However, the literature is lacking in the application of these models to curriculum-based measures (CBMs) and common core standards. In this study, I investigate the alignment of CBMs and standards, with specific…
The Myth of Objectivity in Mathematics Assessment.
ERIC Educational Resources Information Center
Romagnano, Lew
2001-01-01
Investigates meaningful assessment to give teachers information on students' understanding of mathematical ideas and how their understanding changes over time. Presents examples collected from a teacher-made quiz, the Advanced Placement calculus test, and the SAT-I Mathematics test. Illustrates both the inherent subjectivity of these methods and…
Teachers' Assessments of Students' Learning of Mathematics
ERIC Educational Resources Information Center
Buhagiar, Michael A.; Murphy, Roger
2008-01-01
This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students' learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers' knowledge of their…
Self and Peer Assessment of Mathematical Processes
ERIC Educational Resources Information Center
Onion, Alice; Javaheri, Elnaz
2011-01-01
This article explores using Bowland assessment tasks and Nuffield Applying Mathematical Processes (AMP) activities as part of a scheme of work. The Bowland tasks and Nuffield AMP activities are designed to develop students' mathematical thinking; they are focused on key processes. Unfamiliar demands are made on the students and they are challenged…
The Summative Assessment Diet: How We Assess in Mathematics Degrees
ERIC Educational Resources Information Center
Iannone, Paola; Simpson, Adrian
2011-01-01
Much research and many papers on mathematics pedagogy have discussed assessment and, in particular, the need to provide a varied diet of methods by which students are assessed for the award of their degree. In this article, we explore the mix of assessment methods provided across a range of UK university mathematics departments. We examine the…
Alignathon: a competitive assessment of whole-genome alignment methods.
Earl, Dent; Nguyen, Ngan; Hickey, Glenn; Harris, Robert S; Fitzgerald, Stephen; Beal, Kathryn; Seledtsov, Igor; Molodtsov, Vladimir; Raney, Brian J; Clawson, Hiram; Kim, Jaebum; Kemena, Carsten; Chang, Jia-Ming; Erb, Ionas; Poliakov, Alexander; Hou, Minmei; Herrero, Javier; Kent, William James; Solovyev, Victor; Darling, Aaron E; Ma, Jian; Notredame, Cedric; Brudno, Michael; Dubchak, Inna; Haussler, David; Paten, Benedict
2014-12-01
Multiple sequence alignments (MSAs) are a prerequisite for a wide variety of evolutionary analyses. Published assessments and benchmark data sets for protein and, to a lesser extent, global nucleotide MSAs are available, but less effort has been made to establish benchmarks in the more general problem of whole-genome alignment (WGA). Using the same model as the successful Assemblathon competitions, we organized a competitive evaluation in which teams submitted their alignments and then assessments were performed collectively after all the submissions were received. Three data sets were used: Two were simulated and based on primate and mammalian phylogenies, and one was comprised of 20 real fly genomes. In total, 35 submissions were assessed, submitted by 10 teams using 12 different alignment pipelines. We found agreement between independent simulation-based and statistical assessments, indicating that there are substantial accuracy differences between contemporary alignment tools. We saw considerable differences in the alignment quality of differently annotated regions and found that few tools aligned the duplications analyzed. We found that many tools worked well at shorter evolutionary distances, but fewer performed competitively at longer distances. We provide all data sets, submissions, and assessment programs for further study and provide, as a resource for future benchmarking, a convenient repository of code and data for reproducing the simulation assessments. PMID:25273068
Alignathon: a competitive assessment of whole-genome alignment methods
Earl, Dent; Nguyen, Ngan; Hickey, Glenn; Harris, Robert S.; Fitzgerald, Stephen; Beal, Kathryn; Seledtsov, Igor; Molodtsov, Vladimir; Raney, Brian J.; Clawson, Hiram; Kim, Jaebum; Kemena, Carsten; Chang, Jia-Ming; Erb, Ionas; Poliakov, Alexander; Hou, Minmei; Herrero, Javier; Kent, William James; Solovyev, Victor; Darling, Aaron E.; Ma, Jian; Notredame, Cedric; Brudno, Michael; Dubchak, Inna; Haussler, David; Paten, Benedict
2014-01-01
Multiple sequence alignments (MSAs) are a prerequisite for a wide variety of evolutionary analyses. Published assessments and benchmark data sets for protein and, to a lesser extent, global nucleotide MSAs are available, but less effort has been made to establish benchmarks in the more general problem of whole-genome alignment (WGA). Using the same model as the successful Assemblathon competitions, we organized a competitive evaluation in which teams submitted their alignments and then assessments were performed collectively after all the submissions were received. Three data sets were used: Two were simulated and based on primate and mammalian phylogenies, and one was comprised of 20 real fly genomes. In total, 35 submissions were assessed, submitted by 10 teams using 12 different alignment pipelines. We found agreement between independent simulation-based and statistical assessments, indicating that there are substantial accuracy differences between contemporary alignment tools. We saw considerable differences in the alignment quality of differently annotated regions and found that few tools aligned the duplications analyzed. We found that many tools worked well at shorter evolutionary distances, but fewer performed competitively at longer distances. We provide all data sets, submissions, and assessment programs for further study and provide, as a resource for future benchmarking, a convenient repository of code and data for reproducing the simulation assessments. PMID:25273068
Engineering Mathematics Assessment Using "MapleTA"
ERIC Educational Resources Information Center
Jones, Ian S.
2008-01-01
The assessment of degree level engineering mathematics students using the computer-aided assessment package MapleTA is discussed. Experience of academic and practical issues for both online coursework and examination assessments is presented, hopefully benefiting other academics in this novel area of activity. (Contains 6 figures and 1 table.)
Students' Perceptions of Assessment in Undergraduate Mathematics
ERIC Educational Resources Information Center
Iannone, Paola; Simpson, Adrian
2013-01-01
A consistent message emerges from research on undergraduate students' perceptions of assessment which describes traditional assessment as detrimental to learning. However this literature has not included students in the pure sciences. Mathematics education literature advocates the introduction of innovative assessment at university. In this…
When Mathematics and Statistics Collide in Assessment Tasks
ERIC Educational Resources Information Center
Bargagliotti, Anna; Groth, Randall
2016-01-01
Because the disciplines of mathematics and statistics are naturally intertwined, designing assessment questions that disentangle mathematical and statistical reasoning can be challenging. We explore the writing statistics assessment tasks that take into consideration potential mathematical reasoning they may inadvertently activate.
Screencasts: Formative Assessment for Mathematical Thinking
ERIC Educational Resources Information Center
Soto, Melissa; Ambrose, Rebecca
2016-01-01
Increased attention to reasoning and justification in mathematics classrooms requires the use of more authentic assessment methods. Particularly important are tools that allow teachers and students opportunities to engage in formative assessment practices such as gathering data, interpreting understanding, and revising thinking or instruction.…
Students' Preferences in Undergraduate Mathematics Assessment
ERIC Educational Resources Information Center
Iannone, P.; Simpson, A.
2015-01-01
Existing research into students' preferences for assessment methods has been developed from a restricted sample: in particular, the voice of students in the 'hard-pure sciences' has rarely been heard. We conducted a mixed method study to explore mathematics students' preferences of assessment methods. In contrast to the message from the general…
ERIC Educational Resources Information Center
Lang, Laura B.; Schoen, Robert R.; LaVenia, Mark; Oberlin, Maureen
2014-01-01
The Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) was awarded a grant by the Florida Department of Education to develop a Mathematics Formative Assessment System (MFAS) aligned with the Common Core State Standards (CCSS). Intended for both teachers and students, formative assessment is a process that…
Aligning Assessment with Curriculum and Pedagogy in Applied Information Technology
ERIC Educational Resources Information Center
Newhouse, Paul
2010-01-01
This paper reports on one part of the first year of a three-year study into the feasibility of using digital technologies to represent the output from practical assessment tasks in senior secondary courses. The aim was to improve the alignment of assessment with pedagogy and curriculum. Students in seven classes studying the "Applied Information…
ERIC Educational Resources Information Center
Roach, Andrew T.; McGrath, Dawn; Wixson, Corinne; Talapatra, Devadrita
2010-01-01
This article describes an alignment study conducted to evaluate the alignment between Indiana's Kindergarten content standards and items on the Indiana Standards Tool for Alternate Reporting. Alignment is the extent to which standards and assessments are in agreement, working together to guide educators' efforts to support children's learning and…
Towards Alignment Independent Quantitative Assessment of Homology Detection
Kliger, Yossef
2006-01-01
Identification of homologous proteins provides a basis for protein annotation. Sequence alignment tools reliably identify homologs sharing high sequence similarity. However, identification of homologs that share low sequence similarity remains a challenge. Lowering the cutoff value could enable the identification of diverged homologs, but also introduces numerous false hits. Methods are being continuously developed to minimize this problem. Estimation of the fraction of homologs in a set of protein alignments can help in the assessment and development of such methods, and provides the users with intuitive quantitative assessment of protein alignment results. Herein, we present a computational approach that estimates the amount of homologs in a set of protein pairs. The method requires a prevalent and detectable protein feature that is conserved between homologs. By analyzing the feature prevalence in a set of pairwise protein alignments, the method can estimate the number of homolog pairs in the set independently of the alignments' quality. Using the HomoloGene database as a standard of truth, we implemented this approach in a proteome-wide analysis. The results revealed that this approach, which is independent of the alignments themselves, works well for estimating the number of homologous proteins in a wide range of homology values. In summary, the presented method can accompany homology searches and method development, provides validation to search results, and allows tuning of tools and methods. PMID:17205117
The Fantastic Four of Mathematics Assessment Items
ERIC Educational Resources Information Center
Greenlees, Jane
2011-01-01
In this article, the author makes reference to four comic book characters to make the point that together they are a formidable team, but on their own they are vulnerable. She examines the four components of mathematics assessment items and the need for implicit instruction within the classroom for student success. Just like the "Fantastic Four"…
The Challenge of Maintaining the Integrity of Reform Mathematics in Large-Scale Assessment
ERIC Educational Resources Information Center
Suurtamm, Christine; Lawson, Alex; Koch, Martha
2008-01-01
This article examines the complex task of designing a large-scale assessment to align with a reform-oriented view of mathematics teaching and learning. Specifically, we address this issue through the case of the province of Ontario that has a reform-oriented curriculum and support for its implementation. The province also has a mandate to assess…
Next-Generation Assessments Aligned to the Common Core
ERIC Educational Resources Information Center
Willhoft, Joseph L.
2012-01-01
Through the Common Core State Standards and the development of new assessments aligned to the standards, the public education system is undergoing a transformation--and administrators can help make this vision a reality. Today, more than 45 states and the District of Columbia have adopted the Common Core State Standards. The standards, however,…
ERIC Educational Resources Information Center
Kartal, Ozgul; Dunya, Beyza Aksu; Diefes-Dux, Heidi A.; Zawojewski, Judith S.
2016-01-01
Critical to many science, technology, engineering, and mathematics (STEM) career paths is mathematical modeling--specifically, the creation and adaptation of mathematical models to solve problems in complex settings. Conventional standardized measures of mathematics achievement are not structured to directly assess this type of mathematical…
Aligning Objectives and Assessment in Responsible Conduct of Research Instruction
Antes, Alison L.; DuBois, James M.
2014-01-01
Efforts to advance research integrity in light of concerns about misbehavior in research rely heavily on education in the responsible conduct of research (RCR). However, there is limited evidence for the effectiveness of RCR instruction as a remedy. Assessment is essential in RCR education if the research community wishes to expend the effort of instructors, students, and trainees wisely. This article presents key considerations that instructors and course directors must consider in aligning learning objectives with instructional methods and assessment measures, and it provides illustrative examples. Above all, in order for RCR educators to assess outcomes more effectively, they must align assessment to their learning objectives and attend to the validity of the measures used. PMID:25574258
ERIC Educational Resources Information Center
Bargagliotti, Anna E.
2012-01-01
Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007),…
Protalign: a 3-dimensional protein alignment assessment tool.
Meads, D; Hansen, M D; Pang, A
1999-01-01
Protein fold recognition (sometimes called threading) is the prediction of a protein's 3-dimensional shape based on its similarity to a protein of known structure. Fold predictions are low resolution; that is, no effort is made to rotate the protein's component amino acid side chains into their correct spatial orientations. The goal is simply to recognize the protein family member that most closely resembles the target sequence of unknown structure and to create a sensible alignment of the target to the known structure (i.e., a structure-sequence alignment). To facilitate this type of structure prediction, we have designed a low resolution molecular graphics tool. ProtAlign introduces the ability to interact with and edit alignments directly in the 3-dimensional structure as well as in the usual 2-dimensional layout. It also contains several functions and features to help the user assess areas within the alignment. ProtAlign implements an open pipe architecture to allow other programs to access its molecular graphics capabilities. In addition, it is capable of "driving" other programs. Because amino acid side chain orientation is not relevant in fold recognition, we represent amino acid residues as abstract shapes or glyphs much like Lego (tm) blocks and we borrow techniques from comparative flow visualization using streamlines to provide clean depictions of the entire protein model. By creating a low resolution representation of protein structure, we are able to at least double the amount of information on the screen. At the same time, we create a view that is not as busy as the corresponding representations using traditional high resolution visualization methods which show detailed atomic structure. This eliminates distracting and possibly misleading visual clutter resulting from the mapping of protein alignment information onto a high resolution display of the known structure. This molecular graphics program is implemented in Open GL to facilitate porting to
Assessing Mathematics: 1. APU Framework and Modes of Assessment.
ERIC Educational Resources Information Center
Foxman, Derek; Mitchell, Peter
1983-01-01
The "what" and "how" of the Assessment of Performance Unit surveys of the mathematics performance of 11- and 15-year-olds in England, Wales, and Northern Ireland are explained. The framework and forms of assessment are detailed, and the experience of the testers noted. (MNS)
Mathematics Assessment and Evaluation: Imperatives for Mathematics Educators.
ERIC Educational Resources Information Center
Romberg, Thomas A., Ed.
This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters…
Spacer process and alignment assessment for SADP process
NASA Astrophysics Data System (ADS)
Lattard, L.; McCallum, M.; Morton, R.; Fujiwara, T.; Makino, K.; Tokui, A.; Takahashi, N.; Sasamoto, S.
2012-03-01
Self Aligned Double Patterning (SADP) is now widely accepted as a viable technology for the further extension of 193nm immersion lithography towards the 22nm /18nm technology nodes. SADP was primary introduced for the manufacturing of flash memory due to its 1D design geometry. However, SADP is now becoming a main stream technology for advanced technology nodes for logic product. SADP results in alignment marks with reduced image contrast after completion of spacer patterning. Consequently there is an elevated risk that the alignment performance of the cut lithography layer on the spacer [1] may be negatively impacted. Initial studies indicate that it may be necessary to consider new mark designs. In this paper, we will evaluate different types of SADP processes with the alignment system of the Nikon S620D and S621D immersion scanner. We will discuss the performances and the differences observed due to the SADP materials. Included in this study is an intensive characterization of the morphology of the spacer after SADP process. We will use for this a 3D-AFM from Insight, and characterize the spacer profile of the spacer. Using a standard AFM microscope, we can characterize the surface roughness in the inner and the outer part of the wafer. The self aligned spacer process results in asymmetric spacers. Two types of surface (inside and outside) of the spacer are formed. The impact of this asymmetry is also assessed. The roughness difference, between the two parts, will play an important roll in the alignment contrast.
Assessing Middle and High School Mathematics & Science: Differentiating Formative Assessment
ERIC Educational Resources Information Center
Waterman, Sheryn Spencer
2010-01-01
For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students' readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets. Included are detailed examples of…
ERIC Educational Resources Information Center
Tran, Dung
2016-01-01
This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were…
ERIC Educational Resources Information Center
Mitchell, Felicia Moss
This study involved over 4,000 third grade students in a large (90,000+) suburban-emerging-urban school district. The purpose of the study was to examine the effectiveness of curriculum alignment on student achievement in mathematics as measured by the Iowa Tests of Basic Skills (IOWA) after one year of implementation in the DeKalb County School…
Assessing Mathematics 4. Problem Solving: The APU Approach.
ERIC Educational Resources Information Center
Foxman, Derek; And Others
1984-01-01
Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)
ERIC Educational Resources Information Center
Weiland, Christina; Wolfe, Christopher B.; Hurwitz, Michael D.; Clements, Douglas H.; Sarama, Julie H.; Yoshikawa, Hirokazu
2012-01-01
In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and/or their sensitivity to detect differences in early mathematics development among young…
ERIC Educational Resources Information Center
Lacher, S. R.; Torgeson, Ronald M.
In response to citizens' need and right to know about how North Dakota students perform in mathematics, the Department of Public Instruction and the North Dakota Council of Teachers of Mathematics administered a criterion-referenced mathematics assessment in grades 4 (1,298 students) and 8 (1,475 students). Also included were items from the…
Rethinking Program Assessment through the Use of Program Alignment Mapping Technique
ERIC Educational Resources Information Center
Liu, Min; Wrobbel, Duff; Blankson, Isaac
2010-01-01
Curriculum mapping is a well-known assessment tool used to articulate and align a curriculum. The authors present an improved method of curriculum alignment that combines the traditional curriculum mapping with what is often called prerequisite mapping. This improved method of curriculum alignment mapping we label Program Alignment Mapping (PAM)…
Assessing Understanding through Reading and Writing in Mathematics
ERIC Educational Resources Information Center
Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna
2010-01-01
The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…
A Pilot Mathematics Assessment of Arizona Sixth-Grade Students.
ERIC Educational Resources Information Center
Arizona State Dept. of Education, Phoenix.
Student achievement in mathematics at the sixth-grade level was assessed in this study. A sample of 4,047 students under 160 teachers in 114 schools, 26 school districts, and 10 counties are given a criterion-referenced mathematics test. The McGraw-Hill Prescriptive Mathematics Inventory (PMI-Aqua Level) was selected for use in this pilot program.…
Sixth Grade Mathematics. A Needs Assessment Report.
ERIC Educational Resources Information Center
Texas Education Agency, Austin. Div. of Program Planning and Needs Assessment.
The Prescriptive Mathematics Inventory (PMI)-Level B and a Pupil identification Form (PID) were administered to 22,055 sixth graders in Texas. Results from the PMI are reported in terms of the percentage of students marking the correct response for each of 209 objectives. Panels of mathematics teachers and of mathematics experts rated 40 of these…
ERIC Educational Resources Information Center
Chamberlin, Scott A.; Powers, Robert A.
2013-01-01
The focus of the article is the validation of an instrument to assess gifted students' affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and…
ERIC Educational Resources Information Center
Mohamud, Abdinur; Fleck, Dan
2010-01-01
The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic…
When Teachers Know What Students Know: Integrating Mathematics Assessment
ERIC Educational Resources Information Center
Gearhart, Maryl; Saxe, Geoffrey B.
2004-01-01
The premise of this article is that excellent teaching requires ongoing assessment of student understanding--a commitment to knowing what students know. The Integrating Mathematics Assessment (IMA) program provides a well-researched example of professional development that helps teachers interpret children's mathematical thinking and guide…
Eighth Grade Assessment of Mathematics and Reading. 1989 Summary Report.
ERIC Educational Resources Information Center
Oregon State Dept. of Education, Salem.
In February 1989, statewide assessment tests in reading, mathematics, and writing were given to a sample of eighth graders throughout Oregon. The results and analyses of reading and mathematics assessments are presented. Important trends are described based on the analysis of data from 1985, 1987, and 1989. The 1989 information provides the first…
An Assessment Model for Proof Comprehension in Undergraduate Mathematics
ERIC Educational Resources Information Center
Mejia-Ramos, Juan Pablo; Fuller, Evan; Weber, Keith; Rhoads, Kathryn; Samkoff, Aron
2012-01-01
Although proof comprehension is fundamental in advanced undergraduate mathematics courses, there has been limited research on what it means to understand a mathematical proof at this level and how such understanding can be assessed. In this paper, we address these issues by presenting a multidimensional model for assessing proof comprehension in…
Assessing Mathematical Problem Solving Using Comparative Judgement
ERIC Educational Resources Information Center
Jones, Ian; Swan, Malcolm; Pollitt, Alastair
2015-01-01
There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical…
Core Skills Assessment to Improve Mathematical Competency
ERIC Educational Resources Information Center
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
2013-01-01
Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these…
Assessing Students' Conceptions of Reform Mathematics.
ERIC Educational Resources Information Center
Star, Jon R.; Hoffmann, Amanda J.
As the use of National Science Foundation (NSF)-sponsored, reform- oriented mathematics curricula has become more prevalent across the U.S., an increasing number of researchers are attempting to study the "impact" of reform. In particular, mathematics educators are interested in determining whether reforms are having the desired effects on…
Mathematical Knowledge and Skills: Selected Results from the Second Assessment of Mathematics.
ERIC Educational Resources Information Center
Kahl, Stuart
This is one of a series of reports summarizing the results of the second mathematics assessment conducted by the National Assessment of Educational Progress (NAEP). Nine, 13- and 17-year-olds were assessed during the 1977-78 school year. The assessment measured achievement in various content areas at four levels of cognitive processes (knowledge,…
ERIC Educational Resources Information Center
Fulmer, Gavin W.; Polikoff, Morgan S.
2014-01-01
An essential component in school accountability efforts is for assessments to be well-aligned with the standards or curriculum they are intended to measure. However, relatively little prior research has explored methods to determine statistical significance of alignment or misalignment. This study explores analyses of alignment as a special case…
How Well Aligned Are Textbooks to the Common Core Standards in Mathematics?
ERIC Educational Resources Information Center
Polikoff, Morgan S.
2015-01-01
Research has identified a number of problems limiting the implementation of content standards in the classroom. Curriculum materials may be among the most important influences on teachers' instruction. As new standards roll out, there is skepticism about the alignment of "Common Core--aligned" curriculum materials to the standards. This…
Assessment of a field-aligned ICRF antenna
Wukitch, S. J.; Brunner, D.; Ennever, P.; Garrett, M. L.; Hubbard, A.; Labombard, B.; Lau, C.; Lin, Y.; Lipschultz, B.; Miller, D.; Ochoukov, R.; Porkolab, M.; Reinke, M. L.; Terry, J. L.
2014-02-12
Impurity contamination and localized heat loads associated with ion cyclotron range of frequency (ICRF) antenna operation are among the most challenging issues for ICRF utilization.. Another challenge is maintaining maximum coupled power through plasma variations including edge localized modes (ELMs) and confinement transitions. Here, we report on an experimental assessment of a field aligned (FA) antenna with respect to impurity contamination, impurity sources, RF enhanced heat flux and load tolerance. In addition, we compare the modification of the scrape of layer (SOL) plasma potential of the FA antenna to a conventional, toroidally aligned (TA) antenna, in order to explore the underlying physics governing impurity contamination linked to ICRF heating. The FA antenna is a 4-strap ICRF antenna where the current straps and antenna enclosure sides are perpendicular to and the Faraday screen rods are parallel to the total magnetic field. In principle, alignment with respect to the total magnetic field minimizes integrated E∥ (electric field along a magnetic field line) via symmetry. Consistent with expectations, we observed that the impurity contamination and impurity source at the FA antenna are reduced compared to the TA antenna. In both L and H-mode discharges, the radiated power is 20–30% lower for a FA-antenna heated discharge than a discharge heated with the TA-antennas. Further we observe that the fraction of RF energy deposited upon the antenna is less than 0.4 % of the total injected RF energy in dipole phasing. The total deposited energy increases significantly when the FA antenna is operated in monopole phasing. The FA antenna also exhibits an unexpected load tolerance for ELMs and confinement transitions compared to the TA antennas. However, inconsistent with expectations, we observe RF induced plasma potentials to be nearly identical for FA and TA antennas when operated in dipole phasing. In monopole phasing, the FA antenna has the highest plasma
The Mathematics Assessment Collaborative: Performance Testing to Improve Instruction
ERIC Educational Resources Information Center
Foster, David; Noyce, Pendred
2004-01-01
In this article, the authors describe a collaborative effort involving 30 school districts in California's Silicon Valley that are seeking to overcome the ill effects of mandatory high-stakes standardized testing in mathematics. These districts administer, score, and analyze a common set of performance assessments in mathematics in a way that…
Exploring Crossing Differential Item Functioning by Gender in Mathematics Assessment
ERIC Educational Resources Information Center
Ong, Yoke Mooi; Williams, Julian; Lamprianou, Iasonas
2015-01-01
The purpose of this article is to explore crossing differential item functioning (DIF) in a test drawn from a national examination of mathematics for 11-year-old pupils in England. An empirical dataset was analyzed to explore DIF by gender in a mathematics assessment. A two-step process involving the logistic regression (LR) procedure for…
Student Teachers' Views about Assessment and Evaluation Methods in Mathematics
ERIC Educational Resources Information Center
Dogan, Mustafa
2011-01-01
This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a…
4th Grade Direct Mathematics Assessment Toolkit. Revised 2000.
ERIC Educational Resources Information Center
Idaho State Dept. of Education, Boise. Dept. of Public Instruction.
The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…
8th Grade Direct Mathematics Assessment Toolkit. Revised 2000.
ERIC Educational Resources Information Center
Idaho State Dept. of Education, Boise. Dept. of Public Instruction.
The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning
ERIC Educational Resources Information Center
Shield, Malcolm; Dole, Shelley
2013-01-01
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…
Using Problem Solving to Assess Young Children's Mathematics Knowledge
ERIC Educational Resources Information Center
Charlesworth, Rosalind; Leali, Shirley A.
2012-01-01
Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…
ERIC Educational Resources Information Center
Achieve, Inc., 2006
2006-01-01
For the past two years, Achieve, Inc. has worked with the Transition Mathematics Project (TMP), a collaborative project of K-12 schools, community and technical colleges, and baccalaureate institutions within the state of Washington, as it developed mathematics standards that "define the core knowledge and skills expected of students entering…
Assessing Mathematics 5. Attitudes and Sex Differences: Some APU Findings.
ERIC Educational Resources Information Center
Joffe, Lynn; Foxman, Derek
1984-01-01
From the Assessment of Performance Unit (APU) in Britain, illustrative comments of 11- and 15-year-olds concerning mathematics are presented. Sex differences in attitudes and in test performance are also given. (MNS)
Core skills assessment to improve mathematical competency
NASA Astrophysics Data System (ADS)
Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní
2013-12-01
Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.
Psychological Perspectives in Assessing Mathematics Learning Needs
ERIC Educational Resources Information Center
Augustyniak, Kristine; Murphy, Jacqueline; Phillips, Donna Kester
2005-01-01
While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the…
ERIC Educational Resources Information Center
Osta, Iman
2007-01-01
This research aimed at developing a methodological framework to investigate the alignment of the Lebanese national math exam tests with the curriculum at the middle school level, during the transitory period of a major curricular reform. The focus is on exploring the characteristics of an "assessment culture" set by the national exams during the…
ERIC Educational Resources Information Center
Stephens, Max, Ed.; Izard, John, Ed.
The purpose of the Australian conference on mathematical assessment was to address the challenges to traditional methods of assessment that have resulted as part of the call for reform in the mathematics curriculum. The 28 papers presented were: "Who Assesses Whom and To What Purpose?" (Leone Burton; "Assessment of the Learned Structure in…
Narrative assessment: making mathematics learning visible in early childhood settings
NASA Astrophysics Data System (ADS)
Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel
2015-09-01
Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.
Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School
ERIC Educational Resources Information Center
Popa, Nicoleta Laura; Pauc, Ramona Loredana
2015-01-01
Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…
New Approaches to Assessment in Science and Mathematics.
ERIC Educational Resources Information Center
Crow, Tracy, Ed.
1997-01-01
This issue of ENC Focus serves as a guide to 29 instructional materials that utilize some form of alternative assessment. These materials focus on mathematics, science, and integrated topics. The products included utilize one or more of the following means of student assessment: (1) portfolios; (2) journals; (3) interviews; (4) surveys; (5)…
ERIC Educational Resources Information Center
Achieve, Inc., 2014
2014-01-01
In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards (CCSS). The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the…
ERIC Educational Resources Information Center
Achieve, Inc., 2014
2014-01-01
In joint partnership, Achieve, The Council of Chief State School Officers, and Student Achievement Partners have developed a Toolkit for Evaluating the Alignment of Instructional and Assessment Materials to the Common Core State Standards. The Toolkit is a set of interrelated, freely available instruments for evaluating alignment to the CCSS; each…
ERIC Educational Resources Information Center
Keeley, Page; Tobey, Cheryl Rose
2011-01-01
Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley's best-selling "Science Formative Assessment" to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows…
ERIC Educational Resources Information Center
Norton, Anderson; McCloskey, Andrea; Hudson, Rick A.
2011-01-01
In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics…
ERIC Educational Resources Information Center
Lesh, Richard, Ed.; Lamon, Susan J., Ed.
This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are…
Language, Diversity, and Assessment in Mathematics Learning.
ERIC Educational Resources Information Center
Berenson, Sarah B.
1997-01-01
Examines the theoretical framework of psychologist Lev Vygotsky with regard to communication tools, cognition, and socio-cultural effects on these tools. Reports the results of several studies of students' word meanings of division by adapting Luria's instruments for alternative assessments. Discusses the implications of socio-cultural diversity,…
Generalizability and Validity of a Mathematics Performance Assessment.
ERIC Educational Resources Information Center
Lane, Suzanne; And Others
1996-01-01
Evidence from test results of 3,604 sixth and seventh graders is provided for the generalizability and validity of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument, which is designed to measure program outcomes and growth in mathematics. (SLD)
Assessing Pre-Service Teachers' Mathematics Subject Knowledge
ERIC Educational Resources Information Center
Ryan, Julie; McCrae, Barry
2006-01-01
We report the development of an assessment instrument that provides a profile of the attainment and the errors of pre-service primary teachers across the mathematics curriculum. We describe test development, analyses and test validation involving a sample of 426 pre-service teachers in the first year of their training in primary education courses…
Assessing and Improving the Psychosocial Environment of Mathematics Classrooms.
ERIC Educational Resources Information Center
Fraser, Barry J.; And Others
1989-01-01
Describes the development and validation of a short form of the My Class Inventory (MCI) assessing classroom psychosocial environment. Reports a case study involving the use of the short form of MCI in attempts to improve a sixth-grade mathematics class. Provides all 25 items of the short version of MCI. (YP)
Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam
ERIC Educational Resources Information Center
Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark
2016-01-01
With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…
Assessing Readiness for Geometry in Mathematically Talented Middle School Students.
ERIC Educational Resources Information Center
Mason, Marguerite M.; Moore, Sara Delano
1997-01-01
Based on research on the geometric understanding of regular and gifted middle school students, this article describes a procedure for assessing geometry readiness in mathematically able middle school students. The procedure utilizes the vanHiele model of stages of geometric understanding and distinguishes between readiness for algebra and…
Assessing Mathematics Automatically Using Computer Algebra and the Internet
ERIC Educational Resources Information Center
Sangwin, Chris
2004-01-01
This paper reports some recent developments in mathematical computer-aided assessment which employs computer algebra to evaluate students' work using the Internet. Technical and educational issues raised by this use of computer algebra are addressed. Working examples from core calculus and algebra which have been used with first year university…
ERIC Educational Resources Information Center
Sandlin, Benjamin; Harshman, Jordan; Yezierski, Ellen
2015-01-01
A 2011 report by the Department of Education states that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Chemistry teachers have goals for items in their formative assessments, but the degree of alignment between what is assessed by these items and the teachers' goals…
ERIC Educational Resources Information Center
Iannone, Paola; Simpson, Adrian
2015-01-01
This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of…
NASA Astrophysics Data System (ADS)
Jimarez, Teresa
Despite our national efforts to attract more students to the science, technology, engineering, and mathematics (STEM) fields, the number of students continues to be small. Empirical studies have suggested that in order to actively engage students in the science learning processes, lessons need to be designed which consider student prior experiences and provide a sound curriculum, within an environment promoting social interaction---that is, allowing for sharing and negotiation of those ideas which promote reflective thinking. These premises require an embedded assessment system that continuously provides feedback to both student and teacher. This technique allows adaptation and modification of lessons to better facilitate conceptual understanding. This study focused on the use of constructivist strategies that, when aligned, promoted conceptual understanding while facilitating development of science process skills. Skill development leads to meaningful learning, known to promote a change of attitude toward science. A mixed research design embedded in a case study approach was used to understand the complexity of the variables examined in this study. Both quantitative and qualitative methods of data collection were used to strengthen the validity and interpretation of the findings. Students from one of three ninth-grade physical science classes were selected for this study. The students numbered 29, 13 boys and 16 girls; the majority of these students were of Hispanic background. The analysis of data suggested that the use of constructivist strategies promotes conceptual understanding of science concepts and development of science process skills and a change of attitude towards science. This study concluded that selecting teaching and multiple assessment strategies is vital to engage students in science careers. Due to the limited nature of this case study, the researcher recommends a replication or followup with a different teacher and school, including a control
ERIC Educational Resources Information Center
Wallace, Matt; White, Tobin
2015-01-01
Over the past two decades, mathematics education reformers have increasingly called for new approaches to assessment. This call urges mathematics teachers to merge their assessment with pedagogy, to employ assessments that engage students in the process of "doing mathematics," and to exploit assessment to support learning. This paper…
Effects of Aligning Self-Management Interventions with Functional Behavioral Assessment
ERIC Educational Resources Information Center
Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.
2009-01-01
The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one…
ERIC Educational Resources Information Center
Roach, Andrew T.; Elliott, Stephen N.
2004-01-01
This paper provides an overview of the methods and results of alignment analyses and standard-setting procedures used in investigations conducted during the development of alternate assessments in two states: Wisconsin and Idaho. To meet the assessment and accountability mandates contained in the Individuals With Disabilities Education Act…
Primary School Teachers’ Assessment Profiles in Mathematics Education
Veldhuis, Michiel; van den Heuvel-Panhuizen, Marja
2014-01-01
The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice. PMID:24466255
ERIC Educational Resources Information Center
Flowers, Claudia; Wakeman, Shawnee; Browder, Diane M.; Karvonen, Meagan
2009-01-01
This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…
Biochemical Visual Literacy with Constructive Alignment: Outcomes, Assessment, and Activities
ERIC Educational Resources Information Center
Herraez, Angel; Costa, Manuel Joao
2013-01-01
Several contributions in "Biochemistry and Molecular Biology Education" have highlighted the role of visualization tools and the importance of developing students' visual literacy in biochemistry education. In this forum, the authors suggest that more focus is needed on the assessment of student learning, and they advance…
Building Assessment Tools Aligned with Grade-Level Outcomes
ERIC Educational Resources Information Center
Martin, Caryl; Horton, Mel L.; Tarr, Susan J.
2015-01-01
This article focuses on the development of assessment tools to enhance the acquisition of the grade-level outcomes developed in the K-12 curriculum. Physical education is one of the few educational programs that does not have a multitude of available state and national tests to measure student progress. This distinction has been both a strength…
ERIC Educational Resources Information Center
Platas, Linda M.; Ketterlin-Geller, Leanne R.; Sitabkhan, Yasmin
2016-01-01
This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive of later achievement, and teachable. Administering the EGMA can provide policy makers,…
Holt, Emily A.; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden
2015-01-01
Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students’ critical thinking. We assessed students’ higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students’ high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students’ critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning. PMID:26340659
ERIC Educational Resources Information Center
Asturias, Harold
1994-01-01
Portfolios inform teachers and students of progress toward established goals. Offers tips for helping students create their own portfolios and suggests criteria for assessment and self-assessment. (MKR/SW)
Assessment of the Assessment Tool: Analysis of Items in a Non-MCQ Mathematics Exam
ERIC Educational Resources Information Center
Khoshaim, Heba Bakr; Rashid, Saima
2016-01-01
Assessment is one of the vital steps in the teaching and learning process. The reported action research examines the effectiveness of an assessment process and inspects the validity of exam questions used for the assessment purpose. The instructors of a college-level mathematics course studied questions used in the final exams during the academic…
ERIC Educational Resources Information Center
Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric
2007-01-01
This policy research document is intended for New Mexico policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…
ERIC Educational Resources Information Center
Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric
2007-01-01
This policy research document is intended for Oklahoma policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…
ERIC Educational Resources Information Center
Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric
2007-01-01
This policy research document is intended for Louisiana policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might,…
ERIC Educational Resources Information Center
Timms, Michael; Schneider, Steven; Lee, Cindy; Rolfhus, Eric
2007-01-01
This policy research document is intended for policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so…
Criticality of Water: Aligning Water and Mineral Resources Assessment.
Sonderegger, Thomas; Pfister, Stephan; Hellweg, Stefanie
2015-10-20
The concept of criticality has been used to assess whether a resource may become a limiting factor to economic activities. It has been primarily applied to nonrenewable resources, in particular to metals. However, renewable resources such as water may also be overused and become a limiting factor. In this paper, we therefore developed a water criticality method that allows for a new, user-oriented assessment of water availability and accessibility. Comparability of criticality across resources is desirable, which is why the presented adaptation of the criticality approach to water is based on a metal criticality method, whose basic structure is maintained. With respect to the necessary adaptations to the water context, a transparent water criticality framework is proposed that may pave the way for future integrated criticality assessment of metals, water, and other resources. Water criticality scores were calculated for 159 countries subdivided into 512 geographic units for the year 2000. Results allow for a detailed analysis of criticality profiles, revealing locally specific characteristics of water criticality. This is useful for the screening of sites and their related water criticality, for indication of water related problems and possible mitigation options and water policies, and for future water scenario analysis. PMID:26392153
Public School Finance Assessment Project Aligned with ELCC Standards
ERIC Educational Resources Information Center
Risen, D. Michael
2008-01-01
This is a detailed description of an assessment that can be used in a graduate level of study in the area of public school finance. This has been approved by NCATE as meeting all of the stipulated ELCC standards for which it is designed (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3.). This course of…
ERIC Educational Resources Information Center
Oktiningrum, Wuli; Zulkardi; Hartono, Yusuf
2016-01-01
The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10…
ERIC Educational Resources Information Center
Serin, Gökhan
2015-01-01
The purpose of this study was to explore alignment between reform-based Turkish primary science curriculum and alternative assessment practices of a classroom teacher. Observational case study approach was utilized. A classroom teacher with 32 years of experience and his 31 students participated in the study. The data were collected during one…
Challenges Associated with Curriculum Alignment, Change and Assessment Reforms in Namibia
ERIC Educational Resources Information Center
Iipinge, Sakaria M.; Kasanda, Choshi D.
2013-01-01
Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school…
ERIC Educational Resources Information Center
Rogerson-Revell, Pamela
2015-01-01
This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…
Assessing effects of technology usage on mathematics learning
NASA Astrophysics Data System (ADS)
Lynch, Julianne
2006-12-01
Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about when and how they ought to be used continue. An increasing number of studies seek to identify the effects of technology usage on classroom learning, and at a time when governments are calling for `evidence-based' policy development, many studies applying quasi-scientific methodologies to this field of practice are emerging. By analysing a series of conceptual frameworks for assessing the use of computer-based technologies to support school learning, this article emphasises the value of research into the relationship between technical and conceptual aspects of technology use in mathematics education and beyond, and challenges the usefulness of large-scale, quasi-scientific studies that focus on educational inputs and outputs.
iTest: Online Assessment and Self-Assessment in Mathematics
ERIC Educational Resources Information Center
Joglar, Nuria; Martin, Diego; Colmenar, J. Manuel; Martinez, Ivan; Hidalgo, J. Ignacio
2010-01-01
Purpose: This paper aims to describe the activities designed and conducted with primary school, secondary school and university students to study the integration of alternative assessment and self-assessment online tools in mathematics courses using iTest. iTest is an educational software tool born to support the continuous evaluation system…
Results from the Sixth Mathematics Assessment of the National Assessment of Educational Progress.
ERIC Educational Resources Information Center
Kenney, Patricia Ann, Ed.; Silver, Edward A., Ed.
The National Assessment of Educational Progress (NAEP) provides data about what children know and can do with the goal of using this information to improve education. This book contains interpretive reports based on results from the mathematics assessments conducted by the NAEP regarding: (1) the cognitive performance of students at grades 4, 8,…
Kwan, Mei-Po; Xiao, Ningchuan; Ding, Guoxiang
2015-01-01
Due to the complexity and multidimensional characteristics of human activities, assessing the similarity of human activity patterns and classifying individuals with similar patterns remains highly challenging. This paper presents a new and unique methodology for evaluating the similarity among individual activity patterns. It conceptualizes multidimensional sequence alignment (MDSA) as a multiobjective optimization problem, and solves this problem with an evolutionary algorithm. The study utilizes sequence alignment to code multiple facets of human activities into multidimensional sequences, and to treat similarity assessment as a multiobjective optimization problem that aims to minimize the alignment cost for all dimensions simultaneously. A multiobjective optimization evolutionary algorithm (MOEA) is used to generate a diverse set of optimal or near-optimal alignment solutions. Evolutionary operators are specifically designed for this problem, and a local search method also is incorporated to improve the search ability of the algorithm. We demonstrate the effectiveness of our method by comparing it with a popular existing method called ClustalG using a set of 50 sequences. The results indicate that our method outperforms the existing method for most of our selected cases. The multiobjective evolutionary algorithm presented in this paper provides an effective approach for assessing activity pattern similarity, and a foundation for identifying distinctive groups of individuals with similar activity patterns. PMID:26190858
ERIC Educational Resources Information Center
Costa-Guerra, Boris
2012-01-01
The study sought to understand whether MAPs computer based assessment of math and language skills using MAPs reading scores can predict student scores on the NMSBA. A key question was whether or not the prediction can be improved by including student language skill scores. The study explored the effectiveness of computer based preview assessments…
NASA Astrophysics Data System (ADS)
Rieder, Christian; Wirtz, Stefan; Strehlow, Jan; Zidowitz, Stephan; Bruners, Philipp; Isfort, Peter; Mahnken, Andreas H.; Peitgen, Heinz-Otto
2012-02-01
Image-guided radiofrequency ablation (RFA) is becoming a standard procedure for minimally invasive tumor treatment in clinical practice. To verify the treatment success of the therapy, reliable post-interventional assessment of the ablation zone (coagulation) is essential. Typically, pre- and post-interventional CT images have to be aligned to compare the shape, size, and position of tumor and coagulation zone. In this work, we present an automatic workflow for masking liver tissue, enabling a rigid registration algorithm to perform at least as accurate as experienced medical experts. To minimize the effect of global liver deformations, the registration is computed in a local region of interest around the pre-interventional lesion and post-interventional coagulation necrosis. A registration mask excluding lesions and neighboring organs is calculated to prevent the registration algorithm from matching both lesion shapes instead of the surrounding liver anatomy. As an initial registration step, the centers of gravity from both lesions are aligned automatically. The subsequent rigid registration method is based on the Local Cross Correlation (LCC) similarity measure and Newton-type optimization. To assess the accuracy of our method, 41 RFA cases are registered and compared with the manually aligned cases from four medical experts. Furthermore, the registration results are compared with ground truth transformations based on averaged anatomical landmark pairs. In the evaluation, we show that our method allows to automatic alignment of the data sets with equal accuracy as medical experts, but requiring significancy less time consumption and variability.
ERIC Educational Resources Information Center
Lim, L. L.; Tso, T. -Y.; Lin, F. L.
2009-01-01
This article reports the attitudes of students towards mathematics after they had participated in an applied mathematical modelling project that was part of an Applied Mathematics course. The students were majoring in Earth Science at the National Taiwan Normal University. Twenty-six students took part in the project. It was the first time a…
Caries assessment: establishing mathematical link of clinical and benchtop method
NASA Astrophysics Data System (ADS)
Amaechi, Bennett T.
2009-02-01
It is well established that the development of new technologies for early detection and quantitative monitoring of dental caries at its early stage could provide health and economic benefits ranging from timely preventive interventions to reduction of the time required for clinical trials of anti-caries agents. However, the new technologies currently used in clinical setting cannot assess and monitor caries using the actual mineral concentration within the lesion, while a laboratory-based microcomputed tomography (MCT) has been shown to possess this capability. Thus we envision the establishment of mathematical equations relating the measurements of each of the clinical technologies to that of MCT will enable the mineral concentration of lesions detected and assessed in clinical practice to be extrapolated from the equation, and this will facilitate preventitive care in dentistry to lower treatment cost. We utilize MCT and the two prominent clinical caries assessment devices (Quantitative Light-induced Fluorescence [QLF] and Diagnodent) to longitudinally monitor the development of caries in a continuous flow mixed-organisms biofilm model (artificial mouth), and then used the collected data to establish mathematical equation relating the measurements of each of the clinical technologies to that of MCT. A linear correlation was observed between the measurements of MicroCT and that of QLF and Diagnodent. Thus mineral density in a carious lesion detected and measured using QLF or Diagnodent can be extrapolated using the developed equation. This highlights the usefulness of MCT for monitoring the progress of an early caries being treated with therapeutic agents in clinical practice or trials.
Soft Mathematical Aggregation in Safety Assessment and Decision Analysis
Cooper, J. Arlin
1999-06-10
This paper improves on some of the limitations of conventional safety assessment and decision analysis methods. It develops a top-down mathematical method for expressing imprecise individual metrics as possibilistic or fuzzy numbers and shows how they may be combined (aggregated) into an overall metric, also portraying the inherent uncertainty. Both positively contributing and negatively contributing factors are included. Metrics are weighted according to significance of the attribute and evaluated as to contribution toward the attribute. Aggregation is performed using exponential combination of the metrics, since the accumulating effect of such factors responds less and less to additional factors. This is termed soft mathematical aggregation. Dependence among the contributing factors is accounted for by incorporating subjective metrics on overlap of the factors and by correspondingly reducing the overall contribution of these combinations to the overall aggregation. Decisions corresponding to the meaningfulness of the results are facilitated in several ways. First, the results are compared to a soft threshold provided by a sigmoid function. Second, information is provided on input ''Importance'' and ''Sensitivity,'' in order to know where to place emphasis on controls that may be necessary. Third, trends in inputs and outputs are tracked in order to add important information to the decision process. The methodology has been implemented in software.
ERIC Educational Resources Information Center
Lein, Amy E.; Jitendra, Asha K.; Starosta, Kristin M.; Dupuis, Danielle N.; Hughes-Reid, Cheyenne L.; Star, Jon R.
2016-01-01
In this study, the authors assessed the contribution of engagement (on-task behavior) to the mathematics problem-solving performance of seventh-grade students after accounting for prior mathematics achievement. A subsample of seventh-grade students in four mathematics classrooms (one high-, two average-, and one low-achieving) from a larger…
Examining the Relationship between Gender DIF and Language Complexity in Mathematics Assessments
ERIC Educational Resources Information Center
Kan, Adnan; Bulut, Okan
2014-01-01
This study investigated whether the linguistic complexity of items leads to gender differential item functioning (DIF) on mathematics assessments. Two forms of a mathematics test were developed. The first form consisted of algebra items based on mathematical expressions, terms, and equations. In the second form, the same items were written as word…
Classroom Experience about Cartooning as Assessment in Pre-Service Mathematics Content Course
ERIC Educational Resources Information Center
Cho, Hoyun; Osborne, Carolyn; Sanders, Tobie
2015-01-01
Elementary Education pre-service teachers are noted for disliking and even fearing mathematics, so a teaching strategy that increases their enjoyment of mathematics learning must be a powerful one, indeed. When the same strategy can also support problem posing and assess mathematical knowledge and reasoning, providing an occasional alternative to…
Accuracy of sequence alignment and fold assessment using reduced amino acid alphabets.
Melo, Francisco; Marti-Renom, Marc A
2006-06-01
Reduced or simplified amino acid alphabets group the 20 naturally occurring amino acids into a smaller number of representative protein residues. To date, several reduced amino acid alphabets have been proposed, which have been derived and optimized by a variety of methods. The resulting reduced amino acid alphabets have been applied to pattern recognition, generation of consensus sequences from multiple alignments, protein folding, and protein structure prediction. In this work, amino acid substitution matrices and statistical potentials were derived based on several reduced amino acid alphabets and their performance assessed in a large benchmark for the tasks of sequence alignment and fold assessment of protein structure models, using as a reference frame the standard alphabet of 20 amino acids. The results showed that a large reduction in the total number of residue types does not necessarily translate into a significant loss of discriminative power for sequence alignment and fold assessment. Therefore, some definitions of a few residue types are able to encode most of the relevant sequence/structure information that is present in the 20 standard amino acids. Based on these results, we suggest that the use of reduced amino acid alphabets may allow to increasing the accuracy of current substitution matrices and statistical potentials for the prediction of protein structure of remote homologs. PMID:16506243
ERIC Educational Resources Information Center
Reese, Clyde M.; Jerry, Laura; Ballator, Nada
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
ERIC Educational Resources Information Center
Ellis, Arthur K.; Denton, David W.
2010-01-01
This book offers easy-to-use classroom strategies for middle and high school Mathematics and Science classrooms. They demonstrate how teaching, learning, and assessment are inseparable and seamless. Each strategy will engage your students in activity and reflection, consuming little class time, costing nothing, and uniting the three dimensions of…
ERIC Educational Resources Information Center
Kaufman, Julia; Junker, Brian
2011-01-01
Research on whether teachers can give accurate self-reports in surveys about their mathematics instruction is fairly mixed. Some of that research indicates that teachers can provide some general approximation of their mathematics instruction in survey self-reports, while other studies find very little correlation between teachers' survey responses…
ERIC Educational Resources Information Center
Engel, Mimi; Claessens, Amy; Finch, Maida A.
2013-01-01
Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…
Assessment of Primary 5 Students' Mathematical Modelling Competencies
ERIC Educational Resources Information Center
Chan, Chun Ming Eric; Ng, Kit Ee Dawn; Widjaja, Wanty; Seto, Cynthia
2012-01-01
Mathematical modelling is increasingly becoming part of an instructional approach deemed to develop students with competencies to function as 21st century learners and problem solvers. As mathematical modelling is a relatively new domain in the Singapore primary school mathematics curriculum, many teachers may not be aware of the learning outcomes…
Assessment of toxicity using dehydrogenases activity and mathematical modeling.
Matyja, Konrad; Małachowska-Jutsz, Anna; Mazur, Anna K; Grabas, Kazimierz
2016-07-01
Dehydrogenase activity is frequently used to assess the general condition of microorganisms in soil and activated sludge. Many studies have investigated the inhibition of dehydrogenase activity by various compounds, including heavy metal ions. However, the time after which the measurements are carried out is often chosen arbitrarily. Thus, it can be difficult to estimate how the toxic effects of compounds vary during the reaction and when the maximum of the effect would be reached. Hence, the aim of this study was to create simple and useful mathematical model describing changes in dehydrogenase activity during exposure to substances that inactivate enzymes. Our model is based on the Lagergrens pseudo-first-order equation, the rate of chemical reactions, enzyme activity, and inactivation and was created to describe short-term changes in dehydrogenase activity. The main assumption of our model is that toxic substances cause irreversible inactivation of enzyme units. The model is able to predict the maximum direct toxic effect (MDTE) and the time to reach this maximum (TMDTE). In order to validate our model, we present two examples: inactivation of dehydrogenase in microorganisms in soil and activated sludge. The model was applied successfully for cadmium and copper ions. Our results indicate that the predicted MDTE and TMDTE are more appropriate than EC50 and IC50 for toxicity assessments, except for long exposure times. PMID:27021434
ERIC Educational Resources Information Center
Kloosterman, Peter, Ed.; Lester, Frank K., Jr., Ed.
2004-01-01
Often referred to as "The Nation's Report Card," the mathematics assessments of the National Assessment of Educational Progress (NAEP) have come to be regarded by many policymakers as the primary yardstick by which to judge our schools' success in meeting national expectations. This monograph reports and interprets trends in NAEP mathematics data…
ERIC Educational Resources Information Center
Phelan, Julia; Choi, Kilchan; Vendlinski, Terry; Baker, Eva; Herman, Joan
2011-01-01
The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessments of key mathematical ideas relative to a comparison group? Eighty-five teachers and 4,091 students…
Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade
ERIC Educational Resources Information Center
Hill-Cunningham, Pamela Renee
2012-01-01
Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina…
What Is the Basis for Self-Assessment of Comprehension When Reading Mathematical Expository Texts?
ERIC Educational Resources Information Center
Österholm, Magnus
2015-01-01
The purpose of this study was to characterize students' self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and…
ERIC Educational Resources Information Center
Prokop, Kristie L.
2011-01-01
On assessments such as Trends in International Mathematics and Science Study (TIMSS) (Stigler & Hiebert, 1999) and Program for International Assessment (PISA) ("PISA 2006 Science Competencies for Tomorrow's World", 2007) students in the United States have not been performing as well in mathematics as students in other countries. In order for the…
ERIC Educational Resources Information Center
Papic, Marina
2015-01-01
This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to…
ERIC Educational Resources Information Center
Trenholm, Sven; Alcock, Lara; Robinson, Carol
2015-01-01
Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…
ERIC Educational Resources Information Center
Wisconsin Department of Public Instruction, 2011
2011-01-01
Wisconsin's adoption of the Common Core State Standards provides an excellent opportunity for Wisconsin school districts and communities to define expectations from birth through preparation for college and work. By aligning the existing Wisconsin Model Early Learning Standards with the Wisconsin Common Core State Standards, expectations can be…
Mathematical Reasoning Requirements in Swedish Upper Secondary Level Assessments
ERIC Educational Resources Information Center
Palm, Torulf; Boesen, Jesper; Lithner, Johan
2011-01-01
We investigate the mathematical reasoning required to solve the tasks in the Swedish national tests and a random selection of Swedish teacher-made tests. The results show that only a small proportion of the tasks in the teacher-made tests require the students to produce new reasoning and to consider the intrinsic mathematical properties involved…
Assessing Attitudes toward Mathematics across Teacher Education Contexts
ERIC Educational Resources Information Center
Jong, Cindy; Hodges, Thomas E.
2015-01-01
This article reports on the development of attitudes toward mathematics among pre-service elementary teachers (n = 146) in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. Using a combination of the Rasch Rating Scale Model and traditional parametric analyses, results indicate that…
Planning, Teaching and Assessing Mathematics Learning for Real!
ERIC Educational Resources Information Center
Youdale, Leonie
2010-01-01
As a final year Bachelor of Education student at the University of Tasmania, this author recently participated in an innovative program for improving mathematics learning outcomes for primary school students and the mathematics teaching development of pre-service teachers. As a participant in the program, she was required to plan, teach, and…
Enhancing Mathematics by Online Assessments: Two Cases of Remedial Education
ERIC Educational Resources Information Center
Brouwer, Natasa; Ekimova, Lilia; Jasinska, Magdalena; van Gastel, Leendert; Virgailaite-Meckauskaite, Egle
2009-01-01
There is growing concern in Europe that some students are not well-equipped to start a Bachelor's or Master's programme, especially when the programme has a strong mathematical focus. In particular, attention is drawn to problems with mathematics in the transition from secondary to higher education. Higher education expects a certain level of…
Oral Examination in College Mathematics: An Alternative Assessment Technique
ERIC Educational Resources Information Center
Odafe, Victor U.
2006-01-01
Preparing for an oral examination is an alternative way for students to learn mathematics by working cooperatively in small teams to solve problems. Reformed college mathematics courses are emphasizing the ability to communicate ideas clearly, both orally and in writing. The instructor is able to ask probing questions that are not usually possible…
Uncovering Student Thinking in Mathematics: 25 Formative Assessment Probes
ERIC Educational Resources Information Center
Rose, Cheryl M.; Minton, Leslie; Arline, Carolyn B.
2006-01-01
Students learn at varying rates, and if a misconception in mathematics develops early, it may be carried from year to year and obstruct a student's progress. To identify fallacies in students' preconceived ideas, "Uncovering Student Thinking in Mathematics" offers educators a powerful diagnostic technique in the form of field-tested assessment…
Assessing Effects of Technology Usage on Mathematics Learning
ERIC Educational Resources Information Center
Lynch, Julianne
2006-01-01
Computer-based technologies are now commonplace in classrooms, and the integration of these media into the teaching and learning of mathematics is supported by government policy in most developed countries. However, many questions about the impact of computer-based technologies on classroom mathematics learning remain unanswered, and debates about…
ERIC Educational Resources Information Center
Charles, Randall I., Ed.; Silver, Edward A., Ed.
This document contains overviews of current research, insights from teachers and tutors, and considerations of such issues as metacognition, choice of operations, and the testing of problem-solving skills. Papers include: (1) "Historical Perspectives on Problem Solving in the Mathematics Curriculum" (George M. A. Stanic and Jeremy Kilpatrick); (2)…
A Rubric to Self-Assess and Peer-Assess Mathematical Problem Solving Tasks of College Students
ERIC Educational Resources Information Center
Egodawatte, Gunawardena
2010-01-01
Student involvement in their own assessment can add reflection and metacognition to the learning process. Based on this idea, an assessment instrument was developed to self-assess college students' mathematical problem solving tasks. The main objective of this exercise is to improve student learning. The assessment instrument contains three items:…
Classroom Assessment Practices in English and Mathematics at Years 5, 7, and 9.
ERIC Educational Resources Information Center
Dunn, Karyn; Strafford, Ed; Marston, Chris
This study investigated current classroom assessment practices by surveying teachers in New Zealand at years 5, 7, and 9 on the assessments they use in the areas of English and mathematics, the purposes of the assessment, and the assessments that provide the most useful information. A total of 676 questionnaires were returned from 311 full…
ERIC Educational Resources Information Center
Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
This statement abstracts the theoretical framework for the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). ACCLAIM's mission is the cultivation of indigenous leadership capacity for the improvement of school mathematics in rural places. The mission addresses local organizational ability to (1)…
ERIC Educational Resources Information Center
Zhang, Danhui; Orrill, Chandra; Campbell, Todd
2015-01-01
The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an…
Lecturers' Perspectives on the Use of a Mathematics-Based Computer-Aided Assessment System
ERIC Educational Resources Information Center
Broughton, Stephen J.; Robinson, Carol L.; Hernandez-Martinez, Paul
2013-01-01
Computer-aided assessment (CAA) has been used at a university with one of the largest mathematics and engineering undergraduate cohorts in the UK for more than ten years. Lecturers teaching mathematics to first year students were asked about their current use of CAA in a questionnaire and in interviews. This article presents the issues that these…
ERIC Educational Resources Information Center
Meng, Chew Cheng; Idris, Noraini; Eu, Leong Kwan
2014-01-01
The problems of the decreasing enrolment of science students at secondary school level as well as the lagging science and mathematics achievement and literacy of Malaysian secondary students in international assessment studies point to a serious challenge for the government to improve Science, Technology, Engineering and Mathematics (STEM)…
Assessing the Quality of the Common Core State Standards for Mathematics
ERIC Educational Resources Information Center
Cobb, Paul; Jackson, Kara
2011-01-01
The authors comment on Porter, McMaken, Hwang, and Yang's recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improvement over most state mathematics standards by discussing…
Designing and Developing Assessments of Complex Thinking in Mathematics for the Middle Grades
ERIC Educational Resources Information Center
Graf, Edith Aurora; Arieli-Attali, Meirav
2015-01-01
Designing an assessment system for complex thinking in mathematics involves decisions at every stage, from how to represent the target competencies to how to interpret evidence from student performances. Beyond learning to solve particular problems in a particular area, learning mathematics with understanding involves comprehending connections…
ERIC Educational Resources Information Center
Yin, Yue; Olson, Judith; Olson, Melfried; Solvin, Hannah; Brandon, Paul R.
2015-01-01
This study compared two versions of professional development (PD) designed for teachers using formative assessment (FA) in mathematics classrooms that were networked with Texas Instruments Navigator (NAV) technology. Thirty-two middle school mathematics teachers were randomly assigned to one of the two groups: FA-then-NAV group and FA-and-NAV…
ERIC Educational Resources Information Center
Santos, Leonor; Semana, Sílvia
2015-01-01
This study concerns expository writing in mathematics as well as the contribution of assessment strategies to the development of mathematics communication. We studied four 8th grade students (aged 12-13) working in a group, in order to perform three expository writing tasks, which were assisted by feedback and the use of supporting assessment…
Understanding Graphicacy: Students' Making Sense of Graphics in Mathematics Assessment Tasks
ERIC Educational Resources Information Center
Lowrie, Tom; Diezmann, Carmel M.; Logan, Tracy
2011-01-01
The ability to decode graphics is an increasingly important component of mathematics assessment and curricula. This study examined 50, 9- to 10-year-old students (23 male, 27 female), as they solved items from six distinct graphical languages (e.g., maps) that are commonly used to convey mathematical information. The results of the study revealed:…
ERIC Educational Resources Information Center
Hughes, Gerunda B.; Daro, Phil; Holtzman, Deborah; Middleton, Kyndra
2013-01-01
Introduction: For decades, prior to the inception of the Common Core State Standards (CCSS), the National Assessment of Educational Progress (NAEP) was the only vehicle through which states could assess the progress of their students using a common metric. Now, 45 states, 4 U.S. territories, and the District of Columbia have adopted the CCSS to…
ERIC Educational Resources Information Center
Jideani, V. A.; Jideani, I. A.
2012-01-01
Nine food science and technology (FST) subjects were assessed for alignment between the learning outcomes and assessment using revised Bloom's taxonomy (RBT) of cognitive knowledge. Conjoint analysis was used to estimate the utilities of the levels of cognitive, knowledge, and the attribute importance (cognitive process and knowledge dimension)…
Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction
ERIC Educational Resources Information Center
Fulmer, Gavin W.
2011-01-01
School accountability decisions based on standardized tests hinge on the degree of alignment of the test with the state's standards documents. Yet, there exist no established criteria for judging strength of alignment. Previous measures of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to…
Estimating Critical Values for Strength of Alignment among Curriculum, Assessments, and Instruction
ERIC Educational Resources Information Center
Fulmer, Gavin W.
2010-01-01
School accountability decisions based on standardized tests hinge on the degree of alignment of the test with a state's standards. Yet no established criteria were available for judging strength of alignment. Previous studies of alignment among tests, standards, and teachers' instruction have yielded mixed results that are difficult to interpret…
Developing formal mathematical assessment for 4- to 8-year-olds
NASA Astrophysics Data System (ADS)
Doig, Brian
2005-10-01
The assessment of children in their years before school and their first years of school has been, traditionally, informal. Further, assessment of children's mathematical skills at this level has been infrequent compared to social, emotional and physical assessments. However, there are contexts where reliable, valid, standardised data from assessment in mathematics are required. This paper outlines the development of two assessment tools for mathematics that were originally developed for such contexts. Item Response Theory (IRT) analyses enabled the construction of assessment forms that address the range of abilities of 4- to 8-year-old children, and provided the scales used for constructing formative and summative reports of achievement. A description of the development of the assessment tools and the IRT analysis that provides the reporting formats are presented together with some research uses of the tools.
Assessment of murine lung mechanics outcome measures: alignment with those made in asthmatics
Walker, Julia K. L.; Kraft, Monica; Fisher, John T.
2013-01-01
Although asthma is characterized as an inflammatory disease, recent reports highlight the importance of pulmonary physiology outcome measures to the clinical assessment of asthma control and risk of asthma exacerbation. Murine models of allergic inflammatory airway disease have been widely used to gain mechanistic insight into the pathogenesis of asthma; however, several aspects of murine models could benefit from improvement. This review focuses on aligning lung mechanics measures made in mice with those made in humans, with an eye toward improving the translational utility of these measures. A brief description of techniques available to measure murine lung mechanics is provided along with a methodological consideration of their utilization. How murine lung mechanics outcome measures relate to pulmonary physiology measures conducted in humans is discussed and we recommend that, like human studies, outcome measures be standardized for murine models of asthma. PMID:23408785
Theory of grain alignment in molecular clouds
NASA Technical Reports Server (NTRS)
Roberge, Wayne G.
1993-01-01
Research accomplishments are presented and include the following: (1) mathematical theory of grain alignment; (2) super-paramagnetic alignment of molecular cloud grains; and (3) theory of grain alignment by ambipolar diffusion.
NAEP 1992 Mathematics State Report for Hawaii. The Trial State Assessment Program.
ERIC Educational Resources Information Center
National Assessment of Educational Progress, Princeton, NJ.
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…
NAEP 1992 Mathematics State Report for South Carolina. The Trial State Assessment Program.
ERIC Educational Resources Information Center
National Assessment of Educational Progress, Princeton, NJ.
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics to shift to standards-based reporting of National…
ERIC Educational Resources Information Center
Shorter, Nichole A.; Young, Cynthia Y.
2011-01-01
This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicted student learning (dependent upon post-test grades) in an undergraduate mathematics course. Participants included 117…
Using Formative Assessment to Drive Mathematics Instruction in Grades 3-5
ERIC Educational Resources Information Center
Oberdorf, Christine; Taylor-Cox, Jennifer
2012-01-01
This book provides targeted mathematics instruction for every child. This book combines formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…
Using Formative Assessment to Drive Mathematics Instruction in Grades PreK-2
ERIC Educational Resources Information Center
Oberdorf, Christine; Taylor-Cox, Jennifer
2012-01-01
Provide targeted mathematics instruction for every child. These books combine formative assessment with practical activities to differentiate the elementary classroom. The formative assessments include student work samples at varying levels. The authors: (1) Illustrate the distinction between a "traditional" assessment and an "enhanced"…
ERIC Educational Resources Information Center
Al Duwairi, Ahmed
2013-01-01
This study aimed at investigating the extent to which secondary schools mathematics teachers practice to assessment models in their mathematics teaching and learning. Definitely, the study aimed at answering the following questions: (1) To what extent do secondary schools mathematics teachers practice each of the assessment models in their…
NASA Astrophysics Data System (ADS)
Trenholm, Sven; Alcock, Lara; Robinson, Carol
2015-11-01
Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.
Performance assessment of an algorithm for the alignment of fMRI time series.
Ciulla, Carlo; Deek, Fadi P
2002-01-01
This paper reports on performance assessment of an algorithm developed to align functional Magnetic Resonance Image (fMRI) time series. The algorithm is based on the assumption that the human brain is subject to rigid-body motion and has been devised by pipelining fiducial markers and tensor based registration methodologies. Feature extraction is performed on each fMRI volume to determine tensors of inertia and gradient image of the brain. A head coordinate system is determined on the basis of three fiducial markers found automatically at the head boundary by means of the tensors and is used to compute a point-based rigid matching transformation. Intensity correction is performed with sub-voxel accuracy by trilinear interpolation. Performance of the algorithm was preliminarily assessed by fMR brain images in which controlled motion has been simulated. Further experimentation has been conducted with real fMRI time series. Rigid-body transformations were retrieved automatically and the value of motion parameters compared to those obtained with the Statistical Parametric Mapping (SPM99) and the Automatic Image Registration (AIR 3.08). Results indicate that the algorithm offers sub-voxel accuracy in performing both misalignment and intensity correction of fMRI time series. PMID:12137364
House, J Daniel
2005-12-01
A recent study (1) of undergraduate students in a precalculus course indicated that they expressed slightly positive attitudes toward mathematics. It is important, however, to examine relationships between students' initial attitudes and achievement outcomes. The present purpose was to assess the relationship between self-beliefs and mathematics achievement for a large national sample of students from the TIMSS 1999 international sample (eighth graders) from Japan. Several significant relationships between mathematics beliefs and test scores were noted. In addition, the overall multiple regression equation that assessed the joint significance of the complete set of self-belief variables was significant (F7.65 = 159.48, p < .001) and explained 20.6% of the variance in mathematics achievement test scores. PMID:16512286
ERIC Educational Resources Information Center
Ringer, Catharina W.
2013-01-01
In today's mathematics education, there is an increasing emphasis on students' understanding of the mathematics set forth in standards documents such as the "Principles and Standards for School Mathematics" (National Council of Teachers of Mathematics, 2000) and, most recently, the "Common Core State Standards for Mathematics"…
District Results for the 2013 Mathematics and Reading Assessments. Executive Summary
ERIC Educational Resources Information Center
National Center for Education Statistics, 2013
2013-01-01
NAEP Trial Urban District Assessment (TUDA) results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. The assessments…
Gender-Related Differential Item Functioning on a Middle-School Mathematics Performance Assessment.
ERIC Educational Resources Information Center
Lane, Suzanne; And Others
This study examined gender-related differential item functioning (DIF) using a mathematics performance assessment, the QUASAR Cognitive Assessment Instrument (QCAI), administered to middle school students. The QCAI was developed for the Quantitative Understanding: Amplifying Student Achievement and Reading (QUASAR) project, which focuses on…
Authentic Assessment of Young Children's Developing Concepts in Mathematics and Science.
ERIC Educational Resources Information Center
McNair, Shannan; Thomson, Margaret; Williams, Ruth
Paper and pencil tests rarely assess children's developing mathematical and scientific concepts validly. There are, however, a number of authentic and meaningful ways to assess these processes. Anecdotal notes--recorded observations of children that concern what they say and do--reveal a considerable amount about these developing concepts.…
ERIC Educational Resources Information Center
Noble, Richard, III; Morton, Crystal Hill
2013-01-01
This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest…
ERIC Educational Resources Information Center
Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol; Katzaroff, Michelle; Dutka, Suzanne
1998-01-01
Examined how well three measures, representing points on a traditional-alternative mathematics assessment continuum, discriminated fourth graders achieving above, at, and below grade level, and how cooperative testing affected performance assessment. Found strong discriminative validity for the more traditional measures but not for performance…
The Influence of Test Mode and Visuospatial Ability on Mathematics Assessment Performance
ERIC Educational Resources Information Center
Logan, Tracy
2015-01-01
Mathematics assessment and testing are increasingly situated within digital environments with international tests moving to computer-based testing in the near future. This paper reports on a secondary data analysis which explored the influence the mode of assessment--computer-based (CBT) and pencil-and-paper based (PPT)--and visuospatial ability…
The Impact of Web-Based Assessment and Practice on Students' Mathematics Learning Attitudes
ERIC Educational Resources Information Center
Nguyen, Diem M.; Hsieh, Yi-Chuan; Allen, G. Donald
2006-01-01
This study investigates the effects of web-based assessment and practice on improving middle school students' mathematics learning attitudes. With the use of an experimental design and a combination of quantitative and qualitative methods, the study compared and contrasted the attitude achievement of students, who used the web-based assessment and…
ERIC Educational Resources Information Center
Harwell, Michael; Moreno, Mario; Phillips, Alison; Guzey, S. Selcen; Moore, Tamara J.; Roehrig, Gillian H.
2015-01-01
The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing…
Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics
ERIC Educational Resources Information Center
Kogan, Marina; Laursen, Sandra L.
2014-01-01
As student-centered approaches to teaching and learning are more widely applied, researchers must assess the outcomes of these interventions across a range of courses and institutions. As an example of such assessment, this study examined the impact of inquiry-based learning (IBL) in college mathematics on undergraduates' subsequent grades…
Alignment Between the Science Curriculum and Assessment in Selected NY State Regents Exams
NASA Astrophysics Data System (ADS)
Liu, Xiufeng; Fulmer, Gavin
2008-08-01
This article reports on an analysis of alignment between NY state core curricula and NY Regents tests in physics and chemistry. Both the curriculum and test were represented by a two dimensional table consisting of topics and cognitive demands. The cell values of the table were numbers of major understandings in the curriculum and points of test items in the test. The Porter alignment index was computed for each test. It was found that, overall, there was a high alignment between the NY core curriculum and the NY Regents test, and the alignment remained fairly stable from test to test. However, there were considerable discrepancies in emphases on different cognitive levels and topics between the core curriculum and the test. Issues related to the nature of alignment, and the nature and validity of content standards were raised, and implications for science curriculum and instructions were also discussed.
NASA Astrophysics Data System (ADS)
Papic, Marina
2015-12-01
This paper presents an Early Mathematical Patterning Assessment (EMPA) tool that provides early childhood educators with a valuable opportunity to identify young children's mathematical thinking and patterning skills through a series of hands-on and drawing tasks. EMPA was administered through one-to-one assessment interviews to children aged 4 to 5 years in the year prior to formal school. Two hundred and seventeen assessments indicated that the young low socioeconomic and predominantly Australian Indigenous children in the study group had varied patterning and counting skills. Three percent of the study group was able to consistently copy and draw an ABABAB pattern made with coloured blocks. Fifty percent could count to six by ones and count out six items with 4 % of the total group able to identify six items presented in regular formations without counting. The integration of patterning into early mathematics learning is critical to the abstraction of mathematical ideas and relationships and to the development of mathematical reasoning in young children. By using the insights into the children's thinking that the EMPA tool provides, early childhood educators can better inform mathematics teaching and learning and so help close the persistent gap in numeracy between Indigenous and non-Indigenous children.
ERIC Educational Resources Information Center
Silver, Edward A.; Lane, Suzanne
Recent reports on mathematics education reform have focused the attention of educational practitioners and policymakers on new goals for mathematics education and new descriptions of mathematical proficiency. QUASAR is a national project (Quantitative Understanding: Amplifying Student Achievement and Reasoning) designed to improve the mathematics…
Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis
Robertson, Amber L.; Batzli, Janet; Harris, Michelle; Miller, Sarah
2008-01-01
Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions. PMID:18316813
ERIC Educational Resources Information Center
Dupeyrat, Caroline; Escribe, Christian; Huet, Nathalie; Regner, Isabelle
2011-01-01
The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math…
Dialogue and Feedback: Assessment in the Primary Mathematics Classroom
ERIC Educational Resources Information Center
Callingham, Rosemary
2008-01-01
Educational assessment consists of two aspects. First, the "size" of the learning that has occurred in which summative assessment of learning aims to measure. Second, the "quality" of learning, which is better situated in the classroom, where teachers make judgements on a day-to-day basis about what their students know and can do. This kind of…
"Poems Look Like a Mathematical Equation": Assessment in Poetry Education
ERIC Educational Resources Information Center
Xerri, Daniel
2016-01-01
This article considers the influence that assessment exerts on poetry education. By means of research conducted in a post-16 educational context in Malta, it shows that teachers' and students' practices in the poetry lesson are determined by the kind of examinations that candidates sit for. When the mode of assessment is constituted solely by the…
ERIC Educational Resources Information Center
House, J. Daniel; Telese, James A.
2014-01-01
There is continuing interest in the identification of student and instructional factors associated with the mathematics achievement of students in Japan. The Trends in International Mathematics and Science Study (TIMSS) assessments have provided opportunities to examine factors associated with mathematics achievement. The purpose of this study was…
Assessment of Galileo modal test results for mathematical model verification
NASA Technical Reports Server (NTRS)
Trubert, M.
1984-01-01
The modal test program for the Galileo Spacecraft was completed at the Jet Propulsion Laboratory in the summer of 1983. The multiple sine dwell method was used for the baseline test. The Galileo Spacecraft is a rather complex 2433 kg structure made of a central core on which seven major appendages representing 30 percent of the total mass are attached, resulting in a high modal density structure. The test revealed a strong nonlinearity in several major modes. This nonlinearity discovered in the course of the test necessitated running additional tests at the unusually high response levels of up to about 21 g. The high levels of response were required to obtain a model verification valid at the level of loads for which the spacecraft was designed. Because of the high modal density and the nonlinearity, correlation between the dynamic mathematical model and the test results becomes a difficult task. Significant changes in the pre-test analytical model are necessary to establish confidence in the upgraded analytical model used for the final load verification. This verification, using a test verified model, is required by NASA to fly the Galileo Spacecraft on the Shuttle/Centaur launch vehicle in 1986.
Pandis, Nikolaos; Eliades, Theodore; Bourauel, Christoph
2009-12-01
The objectives of this study were to comparatively assess the magnitude and direction of forces and moments generated from different bracket systems, during the initial levelling and alignment stage of orthodontic treatment. Three types of brackets were used: Orthos2 (Ormco), Damon2 (Ormco), and In-Ovation R (GAC). The brackets were bonded on resin replicas models of a patient's crowded mandibular arch, and a 0.014 inch Damon archform CuNiTi (Ormco) wire was inserted. The model was mounted on the Orthodontic Measurement and Simulation System (OMSS) and six static measurements were taken at the initial crowded state per bracket for the lateral incisor, canine, and first premolar. A total of 10 repetitions were performed for each measurement, with new brackets and archwires used for each trial. The forces and moments generated were registered directly on the OMSS software and were statistically analyzed using a one-way analysis of variance separately for each dental arch location and force component. Group differences were further analyzed with Tukey's post hoc comparisons test at the 0.05 significance level. The lingually inclined, crowded lateral incisor presented an extrusive and buccal movement and showed the lowest force in the vertical direction, whereas the self-ligating group of brackets generated the highest force in the buccolingual direction. The moments applied by the three bracket systems followed the general trend shown for forces; in the vertical axis, the self-ligating brackets exerted lower forces than their conventional counterpart. This was modified in the buccolingual direction where, in most instances, the self-ligating appliances applied higher moments compared with the conventional bracket. In most cases, the magnitude of forces and moments ranged between 30-70 cN and 2-6 N mm, respectively. However, maximum forces and moments developed at the lateral incisor were almost four times higher than the average. PMID:19349418
Assessing Fidelity of Implementation of an Unprescribed, Diagnostic Mathematics Intervention
ERIC Educational Resources Information Center
Munter, Charles; Wilhelm, Anne Garrison; Cobb, Paul; Cordray, David S.
2014-01-01
This article draws on previously employed methods for conducting fidelity studies and applies them to an evaluation of an unprescribed intervention. We document the process of assessing the fidelity of implementation of the Math Recovery first-grade tutoring program, an unprescribed, diagnostic intervention. We describe how we drew on recent…
Accommodation Practices for English Language Learners in States' Mathematics Assessments
ERIC Educational Resources Information Center
Wolf, Mikyung Kim; Kao, Jenny C.; Rivera, Nichole M.; Chang, Sandy M.
2012-01-01
Background/Context: Testing accommodations have been widely utilized as a way of increasing the validity of content assessments for English language learner (ELL) students. However, concerns have also arisen regarding the appropriateness of accommodation use, including the accessibility and fairness of accommodations. While many states have…
Changing Mathematics Teachers' Conceptions of Assessment and Feedback
ERIC Educational Resources Information Center
Dixon, Helen; Haigh, Mavis
2009-01-01
Informed by an amalgam of notions drawn from constructivist, socio-cultural, metacognitive and self-regulation theory, the discourse created to describe assessment to enhance learning has gone through a number of iterations or discursive shifts. As a result, the current discourse is both ambitious and complex with the roles and responsibilities…
Droppo, J.G. Jr.; Whelan, G.; Buck, J.W.; Strenge, D.L.; Hoopes, B.L.; Walter, M.B.; Knight, R.L.; Brown, S.M.
1989-12-01
The Multimedia Environmental Pollutant Assessment System (MEPAS) is a methodology for assessing relative health impacts from the release of hazardous chemical and radioactive materials. MEPAS is an enhanced version of the Remedial Action Priority System (RAPS). This document, a supplement to the RAPS documentation, contains an overview of MEPAS followed by detailed discussions of enhancements. MEPAS provides outputs of health impact parameters for use in ranking and screening applications. Environmental contaminant concentrations are used to estimate potential health impacts based on major exposure pathways. Enhancements to the groundwater, surface water, overland, atmospheric, and exposure components are documented. These enhancements include a revision in the integration method for the waterborne pathway, a wetland component, a gaseous emission (volatilization) component, an atmospheric complex terrain component, mass budget formulations, and environmental decay of chemical constituents. Several new exposure components are described along with enhancements to the exposure pathways computations. 18 refs., 7 figs., 5 tabs.
ERIC Educational Resources Information Center
Reilly, David; Neumann, David L.; Andrews, Glenda
2015-01-01
Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…
Effective Computer-Aided Assessment of Mathematics; Principles, Practice and Results
ERIC Educational Resources Information Center
Greenhow, Martin
2015-01-01
This article outlines some key issues for writing effective computer-aided assessment (CAA) questions in subjects with substantial mathematical or statistical content, especially the importance of control of random parameters and the encoding of wrong methods of solution (mal-rules) commonly used by students. The pros and cons of using CAA and…
Implementing Computer Algebra Enabled Questions for the Assessment and Learning of Mathematics
ERIC Educational Resources Information Center
Sangwin, Christopher J.; Naismith, Laura
2008-01-01
We present principles for the design of an online system to support computer algebra enabled questions for use within the teaching and learning of mathematics in higher education. The introduction of a computer algebra system (CAS) into a computer aided assessment (CAA) system affords sophisticated response processing of student provided answers.…
Computer-Aided Assessment Questions in Engineering Mathematics Using "MapleTA"[R
ERIC Educational Resources Information Center
Jones, I. S.
2008-01-01
The use of "MapleTA"[R] in the assessment of engineering mathematics at Liverpool John Moores University (JMU) is discussed with particular reference to the design of questions. Key aspects in the formulation and coding of questions are considered. Problems associated with the submission of symbolic answers, the use of randomly generated numbers…
Students' Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)
ERIC Educational Resources Information Center
Abed, Eman Rasmi; Abu Awwad, Ferial Mohammad
2016-01-01
This study aims to investigate the students' learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are…
Validation of the Diagnostic Teacher Assessment of Mathematics and Science (DTAMS) Instrument
ERIC Educational Resources Information Center
Saderholm, Jon; Ronau, Robert; Brown, E. Todd; Collins, Gary
2010-01-01
The Diagnostic Teacher Assessment in Mathematics and Science (DTAMS) was developed to measure the content knowledge and pedagogical content knowledge of middle-school teachers. Its reliability and validity were initially established by reviewing national standards for content and use of expert question writing teams and reviewers. DTAMS was…
Mathematics Teachers, Reform, and Equity: Results from the Brazilian National Assessment
ERIC Educational Resources Information Center
Franco, Creso; Sztajn, Paola; Ramalho Ortigao, Maria Isabel
2007-01-01
The authors use data from a large-scale Brazilian national assessment to discuss the relation between reform teaching and equity in mathematics education. They study the dimensionality of teaching style to better qualify what reform teaching means. Full Description of the Continuous Variables Included in the Analysis are appended. (Contains 2…
On-Line Mathematics Assessment: The Impact of Mode on Performance and Question Answering Strategies
ERIC Educational Resources Information Center
Johnson, Martin; Green, Sylvia
2006-01-01
The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and question answering strategies. In this project 104 eleven-year-olds were given two sets of matched mathematics questions, one set on-line and the other on paper. Facility values were analyzed to…
Detection of Gender-Based Differential Item Functioning in a Mathematics Performance Assessment.
ERIC Educational Resources Information Center
Wang, Ning; Lane, Suzanne
This study used three different differential item functioning (DIF) procedures to examine the extent to which items in a mathematics performance assessment functioned differently for matched gender groups. In addition to examining the appropriateness of individual items in terms of DIF with respect to gender, an attempt was made to identify…
The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument.
ERIC Educational Resources Information Center
Lane, Suzanne
1993-01-01
A conceptual framework is presented for the development of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument (QCAI) that focuses on the ability of middle-school students to problem solve, reason, and communicate mathematically. The instrument will provide programatic rather than…
ERIC Educational Resources Information Center
Greenseid, Lija O.; Lawrenz, Frances
2011-01-01
This study explores the use of citation analysis methods to assess the influence of program evaluations conducted within the area of science, technology, engineering, and mathematics (STEM) education. Citation analysis is widely used within scientific research communities to measure the relative influence of scientific research enterprises and/or…
The Study of Constructed-Response Assessment of Elementary Mathematics Education in Korea
ERIC Educational Resources Information Center
Kim, Min Kyeong; Cho, Mi Kyung
2015-01-01
Recently, many countries have considered various assessment methods in order to measure multiple ways of students' thinking skills and problem solving ability. Recently, the Ministry of Education, Science and Technology [MOEST] (2009) in Korea revised the mathematics curriculum, which now more focuses on enabling students to explain mathematically…
ERIC Educational Resources Information Center
Erickson, Dianne K.; Niess, Margaret L.; Gfeller, Mary K.
This paper describes the use of portfolios to assess the preservice teacher's knowledge growth in teaching mathematics during a one year graduate-level teacher preparation program at Oregon State University. Portfolios provided evidence of what the preservice teacher used to show development of competency in knowledge and skill of teaching.…
Assessing Language, Literacy, and Mathematics Skills with "Work Sampling for Head Start"
ERIC Educational Resources Information Center
Meisels, Samuel J.; Xue, Yange; Shamblott, Melissa
2008-01-01
Research Findings: We examined the reliability and validity of the language, literacy, and mathematics domains of "Work Sampling for Head Start" (WSHS), an observational assessment designed for 3- and 4-year-olds. Participants included 112 children who were enrolled over a two-year period in Head Start and a number of other programs sponsored by…
The Challenge of Formative Assessment in Mathematics Education: Children's Minds, Teachers' Minds
ERIC Educational Resources Information Center
Ginsburg, Herbert P.
2009-01-01
The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…
An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments
ERIC Educational Resources Information Center
Hansen, Eric G.; Shute, Valerie J.; Landau, Steven
2010-01-01
This study examined the usability of an assessment-for-learning (AfL) system that provides audio-tactile graphics for algebra content (geometric sequences) for individuals with visual impairments--two who are blind and two with low vision. It found that the system is generally usable as a mathematics AfL system. (Contains 4 tables.)
Incorporating Partial Credit in Computer-Aided Assessment of Mathematics in Secondary Education
ERIC Educational Resources Information Center
Ashton, Helen S.; Beevers, Cliff E.; Korabinski, Athol A.; Youngson, Martin A.
2006-01-01
In a mathematical examination on paper, partial credit is normally awarded for an answer that is not correct, but, nevertheless, contains some of the correct working. Assessment on computer normally marks an incorrect answer wrong and awards no marks. This can lead to discrepancies between marks awarded for the same examination given in the two…
ERIC Educational Resources Information Center
Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Included in Chapter 1 of this report are background information on the 1972-73 mathematics assessment; details of the computational formulas used in reporting results; and explanations of the technical documentation, exercise presentation, documentation pages, scoring guides, and data tables for released and unreleased exercises. The remainder of…
ERIC Educational Resources Information Center
Ong, Yoke Mooi; Williams, Julian Scott; Lamprianou, Iasonas
2011-01-01
The aims of this study are (a) to examine the sources of differential functioning by gender via differential bundle functioning (DBF) in mathematics assessment and (b) to use DBF to explore whether the differential functioning displayed is construct-relevant or construct-irrelevant. Three qualitatively different areas, namely curriculum domains,…
ERIC Educational Resources Information Center
Wang, Tzu-Hua
2011-01-01
This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of 'graduated prompt approach' proposed by Campione and Brown (1985; 1987, pp. 92-95). In GPAM-WATA, when…
A World of Differences. An International Assessment of Mathematics and Science.
ERIC Educational Resources Information Center
Lapointe, Archie E.; And Others
In February, 1988, random samples of students from five countries (Ireland, Korea, Spain, the United Kingdom, and the United States) and four Canadian provinces (British Columbia, New Brunswick, Ontario, and Quebec) were given an assessment of mathematics and science achievement, and a questionnaire. This document summarizes the results of these…
ERIC Educational Resources Information Center
Pantzare, Anna Lind
2012-01-01
Calculators with computer algebra systems (CAS) are powerful tools when working with equations and algebraic expressions in mathematics. When calculators are allowed to be used during assessments but are not available or provided to every student, they may cause bias. The CAS calculators may also have an impact on the trustworthiness of results.…
Gender and Achievement--Understanding Gender Differences and Similarities in Mathematics Assessment.
ERIC Educational Resources Information Center
Zhang, Liru; Manon, Jon
The primary objective of this study was to investigate overall patterns of gender differences and similarities of test performance in mathematics. To achieve that objective, observed test scores on the Delaware standards-based assessment were analyzed to examine: (1) gender differences and similarities across grades 3, 5, 8 and 10 over 2 years;…
ERIC Educational Resources Information Center
Jackman, Susan; Goldfinch, Judy; Searl, John
2001-01-01
Describes the introduction and evaluation of the effectiveness of a single group project given at a new university, and 10 individual tasks at an ancient university, to devise appropriate and relevant assessments for first-year service mathematics courses for science and engineering. Studies the effects of these tasks on attitudes toward…
The School-Tertiary Interface in Mathematics: Teaching Style and Assessment Practice
ERIC Educational Resources Information Center
Thomas, Michael O. J.; Klymchuk, Sergiy
2012-01-01
Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled "Analysing the…
Impact of Student Calculator Use on the 2013 NAEP Twelfth-Grade Mathematics Assessment
ERIC Educational Resources Information Center
Klecker, Beverly M.; Klecker, Richard L.
2014-01-01
This descriptive research study examined 2013 NAEP 12th-grade mathematics scores by students' use of graphing calculators in math classes and the kind of calculator students used during NAEP assessment. NAEP Data Explorer analysis included two questions from Student Factors: How often do you use these different kinds of calculators in math…
Effects of the Classroom Assessment Environment on Achievement in Mathematics and Science.
ERIC Educational Resources Information Center
Brookhart, Susan M.
The effects of classroom assessment environment (CAE) variables on yearly achievement in mathematics and science in grades 7 through 12 were studied through the Longitudinal Study of American Youth (LSAY), using cohorts of approximately 3,000 students each in the 7th and 10th grades who were followed for 4 years. While the LSAY did not include all…
ERIC Educational Resources Information Center
Robitaille, David F.
This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers…
Curriculum-Based Measurement in Mathematics: An Evidence-Based Formative Assessment Procedure
ERIC Educational Resources Information Center
Lembke, Erica S.; Stecker, Pamela M.
2007-01-01
One of the best methods of formative assessment in academic areas and a method that exemplifies the characteristics of good measures is Curriculum-Based Measurement (CBM; Deno, 1985). Developed at the University of Minnesota in the early 1970's, CBM has been researched in academic areas including mathematics computation, concepts, and…
Carraccio, Carol; Englander, Robert; Holmboe, Eric S; Kogan, Jennifer R
2016-02-01
To address the long-standing challenge of meaningful trainee assessment, the authors reviewed and expanded on the Accountable Assessment for Quality Care and Supervision (AAQCS) equation. The equation proposes that care quality is the product of the interaction between trainee performance (measured by workplace assessment) and supervision (required level of intervention to ensure care quality) in the context of the environment where the care occurs: Trainee performance × Appropriate supervision = Safe, effective patient-centered care. Assessing trainee performance and matching that performance to "appropriate" supervision, however, is fraught with challenges. The authors suggest a unifying framework that integrates entrustable professional activities (EPAs), competencies, and milestones to inform trainee assessment and supervision, thereby enabling the practical application of the AAQCS equation in the workplace. Because the unit of measure for an EPA is the outcome of whether the trainee can safely and effectively perform the professional activity without supervision, the proposed unifying framework directly aligns with the dependent variable in the AAQCS equation: care quality.The value of applying a unifying framework that integrates EPAs, competencies, and milestones to the AAQCS equation in the clinical learning environment lies in its ability to provide supervisors with a shared mental model of performance expectations for trainees, reducing unwanted variability and improving assessment accuracy; guidance for aligning performance milestones of trainees with the needed level of supervisor intervention to ensure care quality; and substrate for specific feedback to improve the trainee's professional development as a way to ensure future care quality. PMID:26509601
ERIC Educational Resources Information Center
Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam
2014-01-01
The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive…
ERIC Educational Resources Information Center
Perkin, Glynis; Beacham, Nigel; Croft, Anthony
2007-01-01
This paper opens up a debate about policy and practice in computer-assisted assessment (CAA) of mathematics for undergraduates with specific learning difficulties e.g. dyslexia. Guidelines for designing assessments for such students are emerging and some may be transferable to CAA. Whether mathematics brings with it particular issues is unclear.…
ERIC Educational Resources Information Center
Contino, Julie
2013-01-01
In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. No Child Left Behind law mandates that assessments be fully aligned with state standards, be valid, reliable and fair, be reported to all stakeholders, and provide evidence that all students in the state are meeting the…
ERIC Educational Resources Information Center
Villarreal, Alyssa
2013-01-01
This article peers through the lens of one district's journey of World Languages program refinement, and identifies a blueprint for success by aligning targets. The author begins by proposing the following questions: (1) Is your program where you want it to be? (2) Is it producing desired results? and (3) Are students yielding the greatest results…
Alignment between the Science Curriculum and Assessment in Selected NY State Regents Exams
ERIC Educational Resources Information Center
Liu, Xiufeng; Fulmer, Gavin
2008-01-01
This article reports on an analysis of alignment between NY state core curricula and NY Regents tests in physics and chemistry. Both the curriculum and test were represented by a two dimensional table consisting of topics and cognitive demands. The cell values of the table were numbers of major understandings in the curriculum and points of test…
ERIC Educational Resources Information Center
Burke, Michael F.
2011-01-01
Fiscal challenges are forcing institutions of higher education to do more with less, while retaining the quality of service that the institution has established. The net result is that these institutions need to prepare themselves to achieve a sustained competitive advantage. In business, the focus has been on strategic alignment of IT to provide…
Curricula Alignment and Its Impact on End of Course Assessment Scores
ERIC Educational Resources Information Center
Burti, Neil, Jr.
2011-01-01
The purpose of this mixed methods study was to examine the alignment of the written, enacted, and tested Algebra I curricula in the Cherry Hill (NJ) Public School District. Furthermore, this QUAN-QUAL study sought to determine the impact of course selection (Algebra I, Enriched Algebra) on achievement as measured by the Algebra I End of Course…