***All student and school names have been changed to protect confidentiality.

Class-Wide Academic Assessment Grade 8 February 2012 Report prepared by Linh Nguyen University of British Columbia Overview A class-wide assessment was administered to Mr. Joes Grade 8 Mathematics class at Somewhere Secondary School in February 2012. The assessment covered students basic mathematic skills. The purposes of the class-wide assessment were to: a) Provide instructionally-relevant information regarding student performance in basic skill areas b) Aid in instructional decision-making c) Establish baseline student performance in mathematiccomputation skills for monitoring student progress and response to intervention Summary of Results Mathematics Mathematic computation skills were assessed using Achievement Improvement Monitoring System (AIMSweb), a set of research-based, standardized, norm-referenced measures for screening and monitoring progress in critical math skills. These individually administered measures are designed to assess the development of math skills. The type and number of measures administered varies according to the grade and time of year of administration. To assess mathematic computation, students were given one math probe from AIMSweb and asked to complete as many problems as they can in 8 minutes. Math computation skills include: conversion of decimals and fractions, simple algebra, calculation of negative numbers, multiplication, division, addition and subtraction of fractions and decimals, and calculation of percentages. AIMSweb provides research-based criteria for placing students into one of five instructional levels for mathematic computation based on the total points accumulated in eight minutes (see Table 1). Criteria exist for the fall, winter, and spring terms for the grade eight levels. For example, in the winter term, students with32correct problems or more solved in eight minutes are considered to be at Well Above Average or Above Average level. Students computing between 15-32 correct problems are considered to be at Average level which means they are
1

currently at the level best suited for their ability. Students computingfewer than 15problems correctlyin eight minutes are considered to be at Below Average or Well Below Average level and are in need of more intensive intervention. Table 1.AIMSweb Grade Eight Benchmark for total points computed
AIMSwebMathematic Computation

Fall 38 28-37 10-27 6-9 <6

Winter 42 32-41 15-31 9-14 <9

Spring 50 39-49 17-38 10-17 <10

Well Above Average Above Average Average Below Average Well Below Average

Results from the class-wide assessment in Mathematic Computation for the grade eight students in the class (see Figure 1) indicate that 15% of the students had scores in the Well Above Average range with Micheal Lu doing exceedingly well scoring 77 problems correct with three errors. Nineteen percent of the students scored in the Above Average range and 58% scored in the Average range. Two students (Jamie Leah and CJ) scored in the Well Below Average range and would benefit from additional support. Jamie Leah struggled with equations asking to solve for x and CJ struggled with equations involving negative numbers. Strategies to help Jamie Leah and CJ could be cover-copy-compare, or modelling the steps on a flash card and having them use that as a reminder to help them work through the equations. Three students were absent that day and were not involved in the assessment.

Toal Problems Correct 10 20 30 40 50 60 70 80 90 0 Michael Lu

Tsz Ching Sharuthan Tiffany

Kelvin Jonathan Andrea Kendra Jenny Kent Natalie Natalie Mok Semeen Zerlina Emily Michael Chen Emma Kathy Eva Kierianne Sarah Cassandra Mia Tina Jamie Leah CJ
Below Average

Figure 1.Mathematic Computation

Student Name

3
Well Below Average

Above Average

Well Above Average

Average

INTERVENTION STRATEGIES Improving Mathematic Computation: Cover-Copy-Compare

Students who can be trusted to work independently and need extra drill and practice with math computational problems, spelling, or vocabulary words will benefit from Cover-Copy-Compare. Preparing Cover-Copy-Compare Worksheets: The teacher prepares worksheets for the student to use independently:

For math worksheets, computation problems with answers appear on the left side of the sheet. The same computation problems appear on the right side of the page, unsolved.

Using Cover-Copy-Compare Worksheets for Student Review: When first introducing Cover-Copy-Compare worksheets to the student, the teacher gives the student an index card. The student is directed to look at each correct item (e.g., computation problem with solution) on the left side of the page.

The student is instructed to cover the correct model on the left side of the page with an index card and to copy the problem and compute the correct answer in the space on the right side of the sheet. The student then uncovers the correct answer on the left and checks his or her own work.