eric.ed.gov har udgivet: In December 2015, President Barack Obama signed the Every Student Succeeds Act (ESSA), which replaced No Child Left Behind (NCLB), as the nation’s major law governing public schools. ESSA retains the requirement that states test all students in reading and math in grades three through eight and once in high school, as well as the requirement that states ensure those tests align with states’ college- and career-ready standards. However, the law makes significant changes to the role of tests in state education systems. For example, ESSA requires states to include a broader set of factors in school accountability systems rather than just test scores; provides funding for states and districts to audit and streamline their testing regimes; and allows states to cap the amount of instructional time… Continue Reading →
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eric.ed.gov har udgivet: The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why introduce a drawing response interaction? There are several drivers to the addition of this functionality. The first is comparability. While scores across modes are comparable overall, they could be stronger at the lower grades. Students who respond to constructed response on paper can provide drawings. Feedback from students in lower grades from the mode comparability study indicated the desire for a drawing tool. Data from the scoring of paper responses indicates up to 10% of the responses… Continue Reading →
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eric.ed.gov har udgivet: In collaboration with two other research organizations, the authors integrate principles of the BEAR Assessment System with Universal Design for Learning principles to develop and validate learning progressions and an aligned, universally designed formative and summative classroom assessment system for promoting conceptual understanding of number sense/operations for students with Math Learning Disabilities (MLD). This research will help to create an effective and validated formative assessment system for meaningfully and validly diagnosing and promoting student learning outcomes on constructs central to number sense and operations for whole numbers up to and including elementary fractions. The assessment system will offer a powerful tool that will provide teachers cutting edge research and empirically based resources for validly monitoring student knowledge and progress, meaningfully interpreting evidence about student learning from formative… Continue Reading →
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eric.ed.gov har udgivet: Mastering algebra is important for future math and postsecondary success. Educators will find practical recommendations for how to improve algebra instruction in the What Works Clearinghouse (WWC) practice guide, “Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students”. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Each recommendation includes the level of supporting research evidence behind it, examples to use in class, and solutions to potential implementation roadblocks. Teachers can implement these strategies in conjunction with existing standards or curricula. In addition, these strategies can be utilized for all students learning algebra in grades 6-12 and in diverse contexts, including during both formative and summative assessment. Administrators… Continue Reading →
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eric.ed.gov har udgivet: E-learning will be gradually introduced to all schools and to all specialties including math lessons. Mathematics courses have increased flexibility and can be accessed from anywhere , anytime via computer linked to internt and web technologies. Characteristics of e-learning in mathematics are : efficiency, immediate, large viewing opportunities , complete and rigorous calculations. These privileges technology offers new opportunities open up new horizons as agreed upon by more and more students. The technology honors two requirements of contemporary education: space and demography. E-learning that has the same quality as traditional education, technology having negative influences on it except that it is a major change shape representation. Formative and summative exemplify using WebCT , Web Course Tools through which the teacher provides the student to be read and… Continue Reading →
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eric.ed.gov har udgivet: This action research study investigated the impact of teaching physics using a disciplinary literacy framework for instruction across all units in one academic year. Through a suite of vocabulary strategies and lessons that encourage students to write, speak, draw, mathematically translate, and design experiments, students learn to do physics by approximating problems and tasks like physicists. The data from this study suggests that students who exhibit these physicist-like disciplinary literacy behaviors may perform better on math-based assessments so long as they employ disciplinary literacy strategies while problem solving. By teaching via a disciplinary literacy framework, the classroom may become more student-driven where disciplinary literacy behaviors are observable which may result in higher scores on teacher evaluation instruments that favor student-driven instruction. While students that exhibit disciplinary literacy… Continue Reading →
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eric.ed.gov har udgivet: Classroom physical activity (PA) has been linked to a multitude of health and academic benefits. However, due to barriers such as lack of time and resources many teachers are not implementing classroom PA to the degree they would like to. One innovative solution is to integrate classroom PA into academic concepts. Based on self-determination theory, this pilot study evaluated the effectiveness of a teacher-developed purposeful movement teaching strategy on PA, on-task behavior and academic achievement. Two third grade classrooms participated in this pilot study, one acting as the comparison and the other working with the school Physical Education teacher to develop the active lessons. The evaluation consisted of accelerometers, direct observation, academic assessments and a write and draw activity to assess student perceptions. Significant improvements were found… Continue Reading →
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eric.ed.gov har udgivet: “The Right Trajectory” brings to the forefront an often-overlooked voice in the debate about new state assessments developed in consortia: that of the best teachers in the country. This research suggests, despite challenges still to overcome, that these front-line experts believe that the new consortia tests are an improvement on the former assessments and so represent movement in the right direction for students and for education in their states. What do great teachers think of the new assessments compared to the previous ones? As part of state transitions to college and career ready (CCR) standards, including the Common Core State Standards in more than 40 states (NGA & CCSSO, 2010), states are for the first time administering new summative assessments aligned to those standards and aiming for… Continue Reading →
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eric.ed.gov har udgivet: Flipped learning is a popular pedagogical approach in K-12 and in higher education (Graziano, 2017), however minimal research exists on the effectiveness of flipped learning in special education teacher preparation courses. Special education teacher candidates enrolled in five sections of a special education math methods course engaged with interactive, flipped “learning lessons” prior to class. During class, they participated in extension activities and lesson planning. The researchers utilized mixed methods to evaluate the impact of performance on and engagement with these learning lessons and found positive predictive relationships with student achievement on all individual summative assignments. Nearly all students agreed flipped learning was useful in helping them meet the course outcomes. Most students specifically credited the flipped lessons as a facilitator of their learning because they allowed… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine how elementary pre-service teachers’ transferred mathematics instructional practices learned in a methods course at the university to a field-based classroom setting using response to intervention (RTI) methodology. Pre-service teachers (PSTs) implemented a required Mathematics Interaction Project with small groups of elementary students in the field. The project consisted of initiating a screening instrument on a targeted math skill, providing four to six intervention lessons, and then tracking student progress using formative and summative assessment measures. Data were generated through document analysis of the MIP reflection submissions and focus group interviews with 22 participants. Findings indicate that most PSTs’ transferred mathematics instructional practices such as manipulative use, lesson planning, and assessment to the field-based setting. However, only candidates with a… Continue Reading →
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