eric.ed.gov har udgivet: This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is “Mathematics: Essential research, essential practice.” The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone… Continue Reading →
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eric.ed.gov har udgivet: The Kansas Association of School Boards (KASB) Comparing Kansas report data provides information related to the Kansas State Board of Education’s Kansans Can outcomes and the “Rose Capacities” identified by the Kansas Supreme Court as a standard of constitutional funding and adopted as educational goals by the Kansas Legislature. It also allows Kansas educational performance, funding, and other factors to be compared to other states. This is the second year KASB has produced this report using the same data elements and calculations. For each state, this report offers education performance information on 15 indicators in the following areas: (1) Postsecondary–high school completion or higher, some college or higher, and four-year degree or higher; (2) Graduation–adjusted cohort graduation rate for: all students, economically disadvantaged students, students with limited… Continue Reading →
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eric.ed.gov har udgivet: Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing assessment tool that provides students with a platform to practice or demonstrate their knowledge of taught standards. This approach reflects the elements of formative assessments as a process for monitoring progress and adjusting instruction. Research on formative assessment and progress-monitoring practices has demonstrated positive outcomes for student achievement (Bangert-Drowns, Kulik, & Kulik, 1991; Black & Wiliam, 1998; Fuchs & Fuchs, 1986; January et al., 2018; Stecker, Lembke, & Foegen, 2008; Stiggins, 1999; Van Norman, Nelson, & Parker, 2016; Wolf,… Continue Reading →
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eric.ed.gov har udgivet: Tennessee Code Annotated 49-5-108 specifies that the State Board of Education “with the assistance of the department of education and the Tennessee higher education commission, shall develop a report card or assessment on the effectiveness of teacher training programs.” The State Board is directed to “annually evaluate performance of each institution of higher education providing an approved program of teacher training and other state board approved teacher training programs.” The performance is meant to “focus on the performance of each institution’s graduates and shall include, but not be limited to, the following areas: (1) Placement and retention rates; (2) Performance on Praxis examinations or other tests used to identify teacher preparedness; and (3) Teacher effect data created pursuant to Section 49-1-606.” Each teacher training institution and each… Continue Reading →
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eric.ed.gov har udgivet: Growing interest in teaching quality and accountability has focused attention on the need for rigorous studies and evaluations of professional development (PD) programs. However, the study of PD has been hampered by a lack of suitable instruments. The authors present data from the Teacher Knowledge Assessment System (TKAS), which was designed to administer Learning Mathematics for Teaching (LMT) measures. TKAS is being widely adopted in the evaluation of PD programs with over 500 separate program administrations and 16,000 teachers representing every major region in the country. The purpose of the current study was to leverage the TKAS dataset to develop a set of empirical benchmarks of effect sizes for designing rigorous studies of teacher professional development programs. The research design consisted of two goals: (1) to investigate… Continue Reading →
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eric.ed.gov har udgivet: An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as intelligent tutoring systems and adaptive learning systems, have a positive impact on students’ academic achievement in math and their attitudes toward math (Arroyo, Burleson, Tai, Muldner, & Woolf, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Pane, Griffin, McCaffrey, & Karam, 2013; Steenbergen-Hu & Cooper, 2013). These kinds of learning systems yield positive effects by providing students with personalized instruction tailored to “the pace, order, location, and content of a lesson uniquely for each student” (Enyedy, 2014, p.… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 3-5 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades 6-8 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10 progress monitoring and 3 benchmark) five items were selected for removal based on statistics indicating less than optimal functioning. Items from the current pilot were used to replace the five selected items. Additionally, five items previously written to the National Council of Teachers of Mathematics Focal Point Standards, but rated as aligned with the CCSS, were added to each form. Finally, an additional fifteen items were included in benchmark tests… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics “Curriculum Focal Points” (NCTM, 2006). Based on Webb’s alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms for grades K, 1, and 3-8. We found generally strong alignment across grade levels, focal points, and test forms between the easyCBM[R] mathematics items and the content standards. Example of Rater Materials is appended. (Contains 83 tables.) Link til kilde
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