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Math Concepts and Applications

Math Concepts and Applications. Administration & Scoring Rules St. Croix River Education District. Math Concepts and Applications (MCAP). AIMSweb Brand CBM Test of math story problems 8 minutes long for grades 2-6, 10 minutes long for grades 7-8 Unique probes for grades 2-8

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Math Concepts and Applications

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  1. Math Concepts and Applications Administration & Scoring Rules St. Croix River Education District

  2. Math Concepts and Applications (MCAP) • AIMSweb Brand CBM • Test of math story problems • 8 minutes long for grades 2-6, 10 minutes long for grades 7-8 • Unique probes for grades 2-8 • Items designed to assess NCTM Grade Level Standards

  3. M-CAP: How Used • Used as a screener of general outcomes in math 3x per year with all students grades 2-8 • Student performance on Math Applications assessment validly predicts performance on the upcoming MCAIII • Used as a progress monitoring measure for students identified as at risk in math • Typically administered monthly • May be used as an informal diagnostic tool • Teachers can review class pattern of performance to see if particular problem types were hard for many students • Remember this is a screener, and does not fully assess every standard at every grade level

  4. M-CAP: Administration • Administered to groups of students together • Administration script is standard so everyone gives the same directions every time: • Grades 2–6: We’re going to take an 8-minute math test. • Grades 7–8: We’re going to take a 10-minute math test. • For all grades: Read the problems carefully and work each problem in the order presented. Do not skip around. If you do not know how to work a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.

  5. Write the answers to the problems in the blanks. For multiple choice questions, place the letter (A, B, or C) of the correct answer in the blank. You do not have to show your work, but you may if that is helpful for you in working the problems. Keep working until you have completed all of the problems or I tell you to stop. Do you have any questions?

  6. Answer any questions the students may have, hand the students their probes, and say: • Here are your tests. Put your name, your teacher’s name, and the date on the top in the space provided. Do not start working until I tell you to begin. Allow the students time to write their information on the probe. Start your stopwatch and say: • Begin.

  7. When the appropriate time has elapsed (8 minutes for grades 2–6, 10 minutes for grades 7–8), say: • Stop and put down your pencil.

  8. Students should be encouraged to attempt each item before moving on to the next item. Skipping items should be strongly discouraged. Should the examiner notice a student is skipping ahead without attempting each item, the examiner is to provide the following direction: • Try to work each problem. Do not skip around.

  9. If a student asks a question or requests clarification, redirect him or her to the probe and say: • Read the directions again, and work the problem as best you can. If you still do not understand the problem or are unable to work it, you may move on to the next question.

  10. M-CAP: Scoring • Each probe has an answer key • Items are worth 1-3 points each • No partial credit is awarded • Score is the total number of points earned in time allowed

  11. First and foremost, to be counted as correct, the full answer to the problem must be correct, even when there are multiple answers to the item.

  12. Scoring Examples: No Partial Credit

  13. Scoring Guidelines • Does the student’s response match the answer (or alternate answers) provided on the Answer Key? • If the problem has multiple parts, are all parts answered correctly? If not, no credit is given. • Is the format of the answer correct? If the task is a money task, did the student present the answer properly? For example, was a decimal placed properly between whole dollars and change (e.g., $4.40 versus $44.0)?

  14. Scoring Guidelines • Does the answer reflect an understanding of the task type? • For example, if the target task is to place unordered numbers (e.g., 1/2, 7/8, 1/3, 4/5) in sequence from least to greatest (e.g., 1/3, 1/2, 4/5, 7/8), the answer must reflect the proper sequence. If the student takes additional steps, such as converting a mixed number to a decimal (e.g., .33, 1/2, 4/5, 7/8), the order must still be correct. If there is an error in conversion (e.g., .43, 1/2, 4/5, 7/8), even if the result is in the correct order, the response is incorrect.

  15. Additional Guidance • Student must put the answer in the blank • Illegible responses are considered incorrect

  16. Additional Guidance • Money problems must have signs and decimals correctly placed • Measurement problems must use have units correctly chosen and placed

  17. Scoring: Professional Judgment

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