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Balancing the complex and the simple or why these measures? part deux

Balancing the complex and the simple or why these measures? part deux. Sylvia Linan-Thompson. Can one instrument work in multiple grades?. Yes. Variables to consider: Floor and ceiling effects Different “mastery” criteria by age and/or grade

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Balancing the complex and the simple or why these measures? part deux

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  1. Balancing the complex and the simple or why these measures? part deux Sylvia Linan-Thompson

  2. Can one instrument work in multiple grades? • Yes. • Variables to consider: • Floor and ceiling effects • Different “mastery” criteria by age and/or grade • Ease of comparability of data over time and across grades

  3. Assessment Type: General Outcome Measure Advantages • Curriculum independent • Measures student growth towards long-term outcomes

  4. How can something so simple take so much time? • There are rules to follow for each measure. • Rules reflect orthography of language. • Need to control level of difficulty. • Have to determine that measures work in the same way across languages.

  5. Rules • Letter naming • Have a mix of most common and less common letters. • The order does not progress from easier to more difficult. • Consider the font.

  6. Rules • Alphabetic principle • Use only letter combinations that are possible in the language • Follow orthography rules • Make sure words are not real words in another language children might know

  7. Rules • Text reading • Consider the level of difficulty of vocabulary • Length of passage • Topic • Narrative vs. informative

  8. How about math? • We know less about math than reading but there are some parallels.

  9. Similar to reading, Early predictors Early assessments Early interventions EQUAL Changed trajectories

  10. Early Predictor • Number sense • An awareness of the underlying logic of mathematics, ability to perform mental math

  11. Big Ideas • Number sense • Geometry • Measurement • Mathematics vocabulary Chard, Baker,Clarke, Jungjohann, Davis, & Smolkowski (in press).

  12. Early Assessments • Comparison of numbers • Plane geometry • Mathematics vocabulary • Two more, twice as many Chard, Baker,Clarke, Jungjohann, Davis, & Smolkowski (in press).

  13. Early Assessments: Screens • Fluency measures in: • Oral counting • Requires students to count from 1 as high as they can. • Number identification • Requires students to identify orally numerals between 0 and 10 from a page of randomly selected numerals. Clarke, Baker, Smolkowski, & Chard (2007)

  14. Early Assessments: Screens • Fluency in: • Identifying missing numbers • Requires students to name the missing numeral from a string of numerals between 0 and 10. • Quantity discrimination • Requires students to name the larger of two visually presented numerals between 1 and 10 Clarke, Baker, Smolkowski, & Chard (2007)

  15. Framework • The use of mathematical models to represent math concepts essential in the development of number sense • Mathematics related discourse is taught explicitly • Procedural fluency and automaticity Chard, Baker,Clarke, Jungjohann, Davis, & Smolkowski (in press).

  16. Early Intervention • Exposes children to: • Numbers through 100 • Common geometric shapes and their attributes • Measurement concepts of time, telling time to the hour • Measurement with non-standard units and inches Chard, Baker,Clarke, Jungjohann, Davis, & Smolkowski (in press).

  17. Early Intervention • Exposes children to: • Money identification and counting • Magnitude comparisons • Add 1 to number • Solve simple addition and subtraction story problems Chard, Baker,Clarke, Jungjohann, Davis, & Smolkowski (in press).

  18. What Do We Know? • Students who fail to develop number sense tend to have difficulty with later math concepts. • The later children are identified as needing support, the more difficult it is to catch up! • Measures of early predictors are being identified. • Early intervention in critical math areas are promising.

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