The document summarizes a study on the effects of a math sprint tutorial program on 6th grade students' end of grade test scores. It found that using timed math sprints in two tutorial sessions, along with other instructional methods over three weeks, improved students' scores on practice and released end of grade tests compared to their scores from the previous year. The program aimed to boost scores through competition, teamwork, and alignment with state math standards. Data analysis showed most students increased their individual scores by the end of the study period.
Assessing the impact of evidence summaries in library and information studiesLorie Kloda
This document summarizes research conducted to develop and validate a tool to assess the impact of evidence summaries on library professionals. The research had three phases: developing the tool, surveying readers of evidence summaries, and interviewing some survey respondents. The survey found that evidence summaries primarily had cognitive and practice impacts but little community impact. Interviews revealed additional potential impacts like discovery, sharing, and assistance. The researchers concluded the tool resonated with respondents and documenting research impact is important, and they proposed revisions and further validation of the tool.
The document is a description and table of contents for "The Official Guide for GMAT Review, 12th Edition." It provides an overview of the guide's contents which include: sample questions and explanations from past GMAT exams to help students prepare; a diagnostic test to help students assess their strengths and weaknesses; math, problem solving, data sufficiency, reading comprehension, critical reasoning, and sentence correction content reviews with additional sample questions and explanations; and test-taking strategies for each section of the GMAT. The guide contains over 800 retired GMAT questions from previous tests.
Fostering students’ engagement and learning through UNEDTrivial: a gamified s...UNED
UNEDTrivial is an activity plugin of Moodle that allows teachers to create spaced quizzes based on two principles in the field of educational psychology
• Testing effect: according to which the best method to fix the knowledge is to answer questions after study sessions.
• Spacing education: the spaced repetition of the same items, at specific intervals, increases in long-term retention.
Participants enrolled in a UNEDTrivial receive daily through email reminders of the questions they must answer. Through the feedback provided in each response attempt, students build their knowledge, correcting failures and reinforcing the successes. Wrong answer questions are sending again in the delay established by the instructor to check the knowledge acquisition and increase the long-term retention.
UNEDTrivial offers their complete analytics page where teachers can track the progress of their students. Furthermore, UNEDTrivial uses gamification to increase student engagement such as a leaderboard where students can track their progress, in addition to competing with other classmates. Moreover, UNEDTrivial is compatible with Moodle badges, so it's possible to assign it when a student has closed all questions in a UNEDtrivial.
UNEDTrivial y available at Moodle official plug-in repository:
https://moodle.org/plugins/mod_unedtrivial
This document discusses international benchmarking of distance learning programs. It introduces the members of the first dual-mode distance learning benchmarking club, including universities from the UK, Australia, New Zealand, Canada, and Sweden. The club aimed to benchmark according to detailed criteria and identify critical success factors. Lund University, Sweden participated in benchmarking projects conducted by the Swedish national agency for higher education, EADTU, and ESMU. The document outlines the benchmarking process and tasks for Lund University in the first benchmarking club, including correlating the club's Pick&Mix methodology with other benchmarking approaches.
The document summarizes a five-day empirical software engineering school held in Montreal. It provided 44 graduate students from 9 countries hands-on training in experiment design, mining software repositories, and building prediction models from collected data. The school used a learn-by-doing approach through example studies, labs analyzing real data sets, and feedback from lecturers and keynote speakers. Participants gained experience planning experiments, collecting and analyzing various types of data to build models and draw conclusions, with the goal of providing skills often missing from traditional university curricula. Feedback suggested expanding certain labs and tutorials while guidelines could help with appropriate research conduct.
This document provides the results of a survey evaluating a laptop workshop for teachers and students in Alcañiz, Spain. 14 teachers and 16 students participated in the workshop. The survey included questions about various aspects of the workshop organization and content. Graphs show the number of respondents who gave each answer, on a scale of 1 to 5. For most questions, both teachers and students gave average ratings between 4 and 5, indicating a high level of satisfaction with the workshop.
The document contains data from a survey of children about a project they completed. The survey included questions about whether they enjoyed the project, what they enjoyed most, how challenging it was, what was most difficult, what skills they learned, and whether they want to do more projects. The data is presented in bar graphs showing the number of children who selected each response option for each multiple choice question.
The document summarizes a project that examined good practices for assessing student work produced using Web 2.0 tools in higher education. The project involved surveying academics, holding a national roundtable discussion, field testing guidelines, and producing resources. Key topics discussed included the affordances of Web 2.0 technologies, ensuring appropriate design, implementation, feedback and review of assessment processes, and addressing relevant policy issues to ensure safe and fair assessment.
Assessing the impact of evidence summaries in library and information studiesLorie Kloda
This document summarizes research conducted to develop and validate a tool to assess the impact of evidence summaries on library professionals. The research had three phases: developing the tool, surveying readers of evidence summaries, and interviewing some survey respondents. The survey found that evidence summaries primarily had cognitive and practice impacts but little community impact. Interviews revealed additional potential impacts like discovery, sharing, and assistance. The researchers concluded the tool resonated with respondents and documenting research impact is important, and they proposed revisions and further validation of the tool.
The document is a description and table of contents for "The Official Guide for GMAT Review, 12th Edition." It provides an overview of the guide's contents which include: sample questions and explanations from past GMAT exams to help students prepare; a diagnostic test to help students assess their strengths and weaknesses; math, problem solving, data sufficiency, reading comprehension, critical reasoning, and sentence correction content reviews with additional sample questions and explanations; and test-taking strategies for each section of the GMAT. The guide contains over 800 retired GMAT questions from previous tests.
Fostering students’ engagement and learning through UNEDTrivial: a gamified s...UNED
UNEDTrivial is an activity plugin of Moodle that allows teachers to create spaced quizzes based on two principles in the field of educational psychology
• Testing effect: according to which the best method to fix the knowledge is to answer questions after study sessions.
• Spacing education: the spaced repetition of the same items, at specific intervals, increases in long-term retention.
Participants enrolled in a UNEDTrivial receive daily through email reminders of the questions they must answer. Through the feedback provided in each response attempt, students build their knowledge, correcting failures and reinforcing the successes. Wrong answer questions are sending again in the delay established by the instructor to check the knowledge acquisition and increase the long-term retention.
UNEDTrivial offers their complete analytics page where teachers can track the progress of their students. Furthermore, UNEDTrivial uses gamification to increase student engagement such as a leaderboard where students can track their progress, in addition to competing with other classmates. Moreover, UNEDTrivial is compatible with Moodle badges, so it's possible to assign it when a student has closed all questions in a UNEDtrivial.
UNEDTrivial y available at Moodle official plug-in repository:
https://moodle.org/plugins/mod_unedtrivial
This document discusses international benchmarking of distance learning programs. It introduces the members of the first dual-mode distance learning benchmarking club, including universities from the UK, Australia, New Zealand, Canada, and Sweden. The club aimed to benchmark according to detailed criteria and identify critical success factors. Lund University, Sweden participated in benchmarking projects conducted by the Swedish national agency for higher education, EADTU, and ESMU. The document outlines the benchmarking process and tasks for Lund University in the first benchmarking club, including correlating the club's Pick&Mix methodology with other benchmarking approaches.
The document summarizes a five-day empirical software engineering school held in Montreal. It provided 44 graduate students from 9 countries hands-on training in experiment design, mining software repositories, and building prediction models from collected data. The school used a learn-by-doing approach through example studies, labs analyzing real data sets, and feedback from lecturers and keynote speakers. Participants gained experience planning experiments, collecting and analyzing various types of data to build models and draw conclusions, with the goal of providing skills often missing from traditional university curricula. Feedback suggested expanding certain labs and tutorials while guidelines could help with appropriate research conduct.
This document provides the results of a survey evaluating a laptop workshop for teachers and students in Alcañiz, Spain. 14 teachers and 16 students participated in the workshop. The survey included questions about various aspects of the workshop organization and content. Graphs show the number of respondents who gave each answer, on a scale of 1 to 5. For most questions, both teachers and students gave average ratings between 4 and 5, indicating a high level of satisfaction with the workshop.
The document contains data from a survey of children about a project they completed. The survey included questions about whether they enjoyed the project, what they enjoyed most, how challenging it was, what was most difficult, what skills they learned, and whether they want to do more projects. The data is presented in bar graphs showing the number of children who selected each response option for each multiple choice question.
The document summarizes a project that examined good practices for assessing student work produced using Web 2.0 tools in higher education. The project involved surveying academics, holding a national roundtable discussion, field testing guidelines, and producing resources. Key topics discussed included the affordances of Web 2.0 technologies, ensuring appropriate design, implementation, feedback and review of assessment processes, and addressing relevant policy issues to ensure safe and fair assessment.
The document summarizes assessments of student learning outcomes (SLOs) from five different courses at Berkeley City College during the spring 2009 semester. It provides details of the SLOs, assessment plans, findings, and action plans for courses in Biology, Business, English as a Second Language writing, and Multimedia Arts. The assessments involved exams, essays, projects, and other measures to evaluate if students were meeting SLOs in areas like critical thinking, communication, and technical skills. The results showed that SLO targets were generally met or exceeded, but some topics needed more focus in certain courses to help students learn.
The document discusses the Cambridge Primary and Cambridge Primary Checkpoint programs used at STB-ACS International Jakarta. It provides details about subjects, strands, assessments, tests, scoring, and 2012 results. The Primary Checkpoint Test is taken in Grade 6 and evaluates English, math, and science based on strands in each subject. It provides a Statement of Achievement and Report describing strengths and weaknesses. 2012 results showed most students achieving the highest levels and average scores increasing from previous years' CIPAT test.
Teacher inquiry involves discussing test results and learning intentions with students, having students help write learning intentions, and tracking student progress. The teacher displays learning intentions, reviews them during lessons, and shares them with parents. Students are encouraged to peer assess and set goals. Regular assessments are given and descriptive feedback is provided. A math website called "My Maths" is used for personalized and collaborative learning. Data from IKAN tests showed percentage increases in student scores from term 1 to term 2, with some students showing over 100% growth. Collaborative learning approaches are utilized.
This document discusses understanding student growth projection data and establishing growth goals. It addresses reading growth reports, considering different types of growth goals, setting goals to close achievement gaps, and factors that affect measuring growth like standard error and classroom testing conditions. The document also discusses advantages of different testing terms and issues like gaming the system to manipulate growth results.
Action research on grading and assessment practices of grade 7 mathematicsGary Johnston
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
Bradley Ditto studied the effects of using the Sumdog online math tutoring system on students' mathematical performance. Students in 1st, 2nd, and 4th grades used Sumdog for 9 weeks and took pre- and post-tests. Results showed significant improvements in test scores across all grades. Further analysis found little effect of gender, socioeconomic status, or disabilities on score changes. The study concluded that Sumdog was effective at improving math performance and that students were more engaged in learning with the online tutoring system.
Finch Elementary is a Title I school located in Atlanta, GA serving 483 students in grades K-5. 98% of students are African American and qualify for free or reduced lunch. The document analyzes reading assessment data from 2010-2011 and 2011-2012 to identify areas for improvement and increasing reading proficiency. Scores on state CRCT exams and internal diagnostic tests show a need to develop new strategies to strengthen reading instruction at Finch Elementary.
The document describes the professional learning community (PLC) model used at Speedway High School. It summarizes that a PLC involves educators meeting regularly to improve teaching and student learning. Speedway High School focused their PLC on reducing failures, increasing test scores, and improving classroom instruction. Through collaborating in PLCs, the school was able to improve student achievement outcomes like test scores and graduation rates over several years and develop a culture of excellence.
The school board meeting document discusses the district's finances and student achievement results. It notes that the district is in strong fiscal condition with $2.6 million in cash and other reserves. It also summarizes the district's performance on the new state report cards, which recalibrate scores to be comparable to national NAEP standards, with most grades showing over 50% of students proficient or advanced in math and over 30% in reading. The document looks ahead to increasing elementary expectations and focusing on middle grades STEM.
This document discusses the importance of using evidence and data to drive educational practice and maximize student learning outcomes. It summarizes research from over 900 meta-analyses involving 50,000+ studies on visible learning. Key findings include that teacher professional development, feedback, formative assessment, and setting clear learning goals have among the highest effects on student achievement. The document encourages educational leaders to prioritize tasks like teacher learning over less impactful areas and focus on student progress. Leaders are advised to accurately assess their impact and culture of feedback using evidence.
This document provides an overview of a module on managing teaching and learning. It discusses several topics related to leading and managing an effective school, including preparing as a curriculum leader, establishing a learning culture, developing plans, and teacher professional development paths. It also examines concepts like distributed leadership, learner attendance and performance, and teacher absenteeism rates. Finally, it presents frameworks for analyzing effective teaching, including considering input/context variables, the teaching and learning processes, and educational outcomes.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
1. This document outlines a 5-step process for progress monitoring in early childhood programs: determining current performance levels, identifying goals for learning, regularly measuring performance, comparing actual progress to expected progress, and adjusting instruction.
2. It discusses the benefits of progress monitoring such as improved child learning, more efficient communication, and documentation of progress. Research shows progress monitoring leads to better outcomes in areas like decoding, fluency, and comprehension.
3. The 5 steps are: determine baseline, set goals, regularly measure performance, compare actual to expected progress, and adjust instruction. Tools may include digital tools and work samples to illustrate skills. Goals should be specific, measurable, attainable and related to expectations.
Having been proficiently trained in The ASCA (American School Counselor Association) National Model, I use data analysis to establish goals and activities to ensure student success.
The PTA meeting covered several topics:
1) School officials introduced the PTA board and budget, highlighting expenses for school programs and activities.
2) Teachers discussed improvements in academics, including expanded science activities, use of technology for reading, and focus on math lessons and problem-solving.
3) Test results from 2012 were presented, showing most grades improved scores in English but need more growth in math.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The document summarizes assessments of student learning outcomes (SLOs) from five different courses at Berkeley City College during the spring 2009 semester. It provides details of the SLOs, assessment plans, findings, and action plans for courses in Biology, Business, English as a Second Language writing, and Multimedia Arts. The assessments involved exams, essays, projects, and other measures to evaluate if students were meeting SLOs in areas like critical thinking, communication, and technical skills. The results showed that SLO targets were generally met or exceeded, but some topics needed more focus in certain courses to help students learn.
The document discusses the Cambridge Primary and Cambridge Primary Checkpoint programs used at STB-ACS International Jakarta. It provides details about subjects, strands, assessments, tests, scoring, and 2012 results. The Primary Checkpoint Test is taken in Grade 6 and evaluates English, math, and science based on strands in each subject. It provides a Statement of Achievement and Report describing strengths and weaknesses. 2012 results showed most students achieving the highest levels and average scores increasing from previous years' CIPAT test.
Teacher inquiry involves discussing test results and learning intentions with students, having students help write learning intentions, and tracking student progress. The teacher displays learning intentions, reviews them during lessons, and shares them with parents. Students are encouraged to peer assess and set goals. Regular assessments are given and descriptive feedback is provided. A math website called "My Maths" is used for personalized and collaborative learning. Data from IKAN tests showed percentage increases in student scores from term 1 to term 2, with some students showing over 100% growth. Collaborative learning approaches are utilized.
This document discusses understanding student growth projection data and establishing growth goals. It addresses reading growth reports, considering different types of growth goals, setting goals to close achievement gaps, and factors that affect measuring growth like standard error and classroom testing conditions. The document also discusses advantages of different testing terms and issues like gaming the system to manipulate growth results.
Action research on grading and assessment practices of grade 7 mathematicsGary Johnston
The document discusses changes made to the 7th grade math program, including shifting to a grading system that emphasized summative assessments over assignments. Test scores and student surveys showed benefits from this change, such as higher test scores and students reporting improved learning and lower stress. The grading change aimed for students to take responsibility as learners through mastery-based assessments rather than multiple chances. Differentiated practice levels and targeted test preparation helped students learn effectively.
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
Bradley Ditto studied the effects of using the Sumdog online math tutoring system on students' mathematical performance. Students in 1st, 2nd, and 4th grades used Sumdog for 9 weeks and took pre- and post-tests. Results showed significant improvements in test scores across all grades. Further analysis found little effect of gender, socioeconomic status, or disabilities on score changes. The study concluded that Sumdog was effective at improving math performance and that students were more engaged in learning with the online tutoring system.
Finch Elementary is a Title I school located in Atlanta, GA serving 483 students in grades K-5. 98% of students are African American and qualify for free or reduced lunch. The document analyzes reading assessment data from 2010-2011 and 2011-2012 to identify areas for improvement and increasing reading proficiency. Scores on state CRCT exams and internal diagnostic tests show a need to develop new strategies to strengthen reading instruction at Finch Elementary.
The document describes the professional learning community (PLC) model used at Speedway High School. It summarizes that a PLC involves educators meeting regularly to improve teaching and student learning. Speedway High School focused their PLC on reducing failures, increasing test scores, and improving classroom instruction. Through collaborating in PLCs, the school was able to improve student achievement outcomes like test scores and graduation rates over several years and develop a culture of excellence.
The school board meeting document discusses the district's finances and student achievement results. It notes that the district is in strong fiscal condition with $2.6 million in cash and other reserves. It also summarizes the district's performance on the new state report cards, which recalibrate scores to be comparable to national NAEP standards, with most grades showing over 50% of students proficient or advanced in math and over 30% in reading. The document looks ahead to increasing elementary expectations and focusing on middle grades STEM.
This document discusses the importance of using evidence and data to drive educational practice and maximize student learning outcomes. It summarizes research from over 900 meta-analyses involving 50,000+ studies on visible learning. Key findings include that teacher professional development, feedback, formative assessment, and setting clear learning goals have among the highest effects on student achievement. The document encourages educational leaders to prioritize tasks like teacher learning over less impactful areas and focus on student progress. Leaders are advised to accurately assess their impact and culture of feedback using evidence.
This document provides an overview of a module on managing teaching and learning. It discusses several topics related to leading and managing an effective school, including preparing as a curriculum leader, establishing a learning culture, developing plans, and teacher professional development paths. It also examines concepts like distributed leadership, learner attendance and performance, and teacher absenteeism rates. Finally, it presents frameworks for analyzing effective teaching, including considering input/context variables, the teaching and learning processes, and educational outcomes.
This document outlines information on student learning time (SLT) and assessment based on the requirements of the Malaysian Qualifications Agency (MQA). It discusses key concepts related to outcome-based education including programme educational objectives (PEOs), programme learning outcomes (PLOs), and course learning outcomes (CLOs). The document provides guidance on developing learning outcomes, mapping assessments to outcomes, and using assessment results for continual quality improvement (CQI). Templates are also included to help map assessments to CLOs and PLOs, analyze results, and document CQI activities.
1. This document outlines a 5-step process for progress monitoring in early childhood programs: determining current performance levels, identifying goals for learning, regularly measuring performance, comparing actual progress to expected progress, and adjusting instruction.
2. It discusses the benefits of progress monitoring such as improved child learning, more efficient communication, and documentation of progress. Research shows progress monitoring leads to better outcomes in areas like decoding, fluency, and comprehension.
3. The 5 steps are: determine baseline, set goals, regularly measure performance, compare actual to expected progress, and adjust instruction. Tools may include digital tools and work samples to illustrate skills. Goals should be specific, measurable, attainable and related to expectations.
Having been proficiently trained in The ASCA (American School Counselor Association) National Model, I use data analysis to establish goals and activities to ensure student success.
The PTA meeting covered several topics:
1) School officials introduced the PTA board and budget, highlighting expenses for school programs and activities.
2) Teachers discussed improvements in academics, including expanded science activities, use of technology for reading, and focus on math lessons and problem-solving.
3) Test results from 2012 were presented, showing most grades improved scores in English but need more growth in math.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. The Use of Math Sprint in a Tutorial Program
For Sixth Grade Students to Improve End of Grade Test Scores
2. Mathematics Education Team
Ms. Dalesha Cartman Mr. Sean Leavy Mr. Marvin Elder II
JR-Math/ Math Ed JR-Math/ Math Ed JR-Mathematics
Mr. Kaiem Frink Dr. Darnell Johnson Mr. Brian Jordan
Assistant Team Mentor Team Mentor Assistant Team Mentor
3. Abstract
The Use of the Math Sprint in a Tutorial Program for
Sixth Grade Students to Improve End of Grade Test Scores
Key Words: Algebra, Combinatorial Mathematics, Tree Graphs, Estimation, Geometry,
Probability, Statistics, Transformations
What is the effect of a math sprint tutorial model on Mathematics achievement of
sixth graders at Elizabeth City Middle School in Elizabeth City, North Carolina? A math
sprint tutorial process was used during a three-week study with a group of 10 six-
grade students to increase test scores from the previous 2011 Spring end of grade
(EOG) test. The data, gathered from the post-test as a result of the series of tutoring
sessions, was compared with the scores from the 2011 Spring EOG. Research studied
the improvements made in scores on the North Carolina Mathematics state test.
4. Introduction
The North Carolina Mathematics Standard Course of
Study provides a set of
• Mathematical Competencies
• Organization
• Number and Operations
• Measurement
• Geometry
• Data Analysis and Probability
• Algebra
5. Elizabeth City Middle School
"Home of the Mighty Yellow Jackets"
1066 Northside Road Elizabeth City, NC 27909
Mission: “ECMS”: Where Every Child Meets Success
Theme: We are Family
ECMS is a learning institution with highly skilled professionals who place our community
children as our top priority. Our administration, classroom teachers, and support staff are
committed to making sure that each student is provided with the best possible education
because at ECMS: Every Child Meets Success
Website: http://www.ecpps.k12.nc.us/ECMS/index.html
8. Math Sprint
Facilitator: Dr. Linda Hayden-ECSU
Principles: Completing problems in a timed
environment
Receive points for correct answers
Lose points for incorrect answers
Motivator: Helps students develop better learning
and cooperative skills
9. Attendance
Days Present from June 14 – July 1
16
14
12
Days Attended
10
8
Days Present
6
4
2
0
1 2 3 4 5 6 7 8 9 10
Student
11. Bloom’s Taxonomy
• Benjamin Bloom
• Common Core
• North Carolina Standards of Mathematics
• Metacognitive Processes
12. Pedagogy
Classroom Alignment
The following is an example of the typical procedure followed for a tutoring session:
(10 am- noon)
Welcome/ Warm- Up
Intro to New Lesson & Practice
10 minute Break
Continue with Lesson & Practice
(Hands-on Activity)
Math Sprint* (only 2 sessions)
15 minute Snack break/ Dismissal
13. Observations
Problems
• Background Knowledge
• Classroom Challenges
• Material
• Attendance
• Class Size
15. Math Sprint: How It Works
• Sense of TEAMWORK
through Competition
• 3 Key Instructors
• Score Keeper
• Timer
• Facilitator
16. Math Sprint - Implementation
• Session 1
• Groups
• Reward System
• EOG questions
• Session 2
• Groups
• Reward System
• EOG (short answer)
17. Data
Data that was analyzed:
• 2011 Spring EOG Score
• Diagnostic Exam Score (raw)
• Released EOG Score (raw)
Diagnostic Exam:
• Developed by the Math Education
Team, modeled after EOG exam
• 30 questions (20 calculator, 10 w/o calculator)
18. Data
Released EOG Exam:
• Taken from the North Carolina Department of
Education
• Available Online (with full answer key)
• 50 questions (36 calculator, 14 without
calculator)
Spring EOG Exam:
• Scaled scores received
• Scores 342 – 350 (level 2)
19. Results-Diagnostic (6/14/11)
Competency Passing Rate
60
50
Breakdown of performance of
the 5 competencies
Passing Rate (%)
40
13
30 Students
10
Students
20
Baseline for curriculum alignment
10
0
Comp 1: Comp 2: Comp 3: Comp 4: Comp 5:
(5) (4) (3) (4) (5)
Competency (number of questions
on exam)
21. Results-Spring VS. Released EOG
Baseline score of 342 (level 2) was assigned
for the students’ Spring 2011 scores
Spring Scores (%) vs. End EOG Scores (%)
60%
50%
40%
Spring
Percent
Scores
30%
EOG Exam
20%
10%
0%
1 2 3 4 5 6 7 8 9 10
Student
22. Results-Spring VS. Released EOG
Peak score of 350 (level 2) was assigned
for the students’ Spring 2011 scores
Spring Scores (%) vs. End EOG Scores (%)
60%
50%
40%
Percent
Spring
30%
Scores
EOG
20% Exam
10%
0%
1 2 3 4 5 6 7 8 9 10
Student
23. Conclusion
Exams Vs. Student Scores
• Overall growth through weeks
•
50%
45% Individual Scores
40%
35%
• Attendance
• Math Sprint
Score (%)
30%
25% EOG Exam
20% Increase and Decrease of Students Scores
Before EOG 15
15%
Exam
10% 10
Percent Change
5%
5
0%
0
1 2 3 4 5 6 7 8 9 10
-5
Exam
-10
Student
24. Future Work
• A longer period of study (9 weeks)
• Student Population Size (at least 20)
• Requirement: Students’ EOG exam scores
Attendance
• Keep “hands-on” approach with Math Sprint
• Parent Participation
25. Acknowledgements
We would like to thank:
•Mr. Brian Jordan- Data Analyst for the Office of Institutional
Research for technical assistance (consultation).
•Mr. Kaiem Frink- For his upkeep and safety of students’
records.
•Dr. Darnell Johnson- For affording the team with the guidance
to conduct this research.
•Dr. Linda Hayden- Principal Investigator of the URE OMPS
Summer Program at Elizabeth City State University.
•NOAA, NASA, CReSIS, CERSER, and ECSU- For their
sponsorship.
26. References
[1]Bransford, J., Brown, A., & Cocking, R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
[2]Begle, E. (1979). Critical variables in mathematics education: Findings from a survey of empirical literature. Washington, DC: Mathematical Association of America.
[3]Education Week. (1997). Quality counts: A report card on the condition of public education in the 50 states. A Supplement to Education Week, Vol. 16, January, 22.
[4]Linn, R. L., Dunbar, S. B., Harnisch, D. L., & Hastings, C. N. (1982). The validity of the Title I evaluation and reporting system. In E. R. House, S. Mathison, J. Pearsol, & H.
Preskill (Eds.), Evaluation Studies Review Annual (Vol. 7, pp. 427-442). Beverly Hills, Calif.: Sage Publications.
[5]Linn, R. L., Graue, M. E., & Sanders, N. M. (1990). Comparing state and district results to national norms: The validity of the claims that “everyone is above average.”
EducationalMeasurement: Issues and Practice, 9(3), 5-14.
[6]Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ:
Erlbaum.
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Greetings everyone, (introduce yourself individually) and we are the Summer 2011 Mathematics Team here at Elizabeth City State University. The title of our research is The Use of Math Sprint in a Tutorial Program for Sixth Grade Students to improve End of Grade Test Scores
On the second row, you can see our team mentors. On the far left, there is Mr. KaiemFrink, in the middle, we have our lead mentor Dr. Darnell Johnson, and on the far right side Mr. Brian Jordan team consultant.
Read abstract as is….
Before tutoring sessions began, independent study was focused on The North Carolina Mathematics Standard Course of Study. It is organized in 5 competencies. (Read competencies) These competencies are supposed to be taught and they form the End of Grade Exams that NC public schools administer. Comp 1: The learner will understand & compute with rational numbers.Comp 2: The learner will select and use appropriate tools to measure two- and three-dimensional figures.Comp 3: The learner will understand and use properties and relationships of geometric figures in the coordinate plane.Comp 4: The learner will understand and determine probabilities.Comp 5: The learner will demonstrate an understanding of simple algebraic expressions.
The test subjects for our research came from 6th graders at Elizabeth City Middle School, which is 10.6 miles from here. This school is a part of the Elizabeth City-Pasquotank Public School District. Their website is seen at the bottom of the screen.
This screen before you is an actual image of the school’s report card. Based on the Adequate Yearly Progress, or AYP, which is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. AYP for the 2010 academic year was not met.
A record of attendance was kept during the 3-week tutoring sessions, which began on June 14 and ended July 1, 2011During the academic year, the principal and the child’s teacher will notify parents and take all the necessary steps required by the Compulsory Attendance Law (G.S. 115C-378) for excessive absences.
Assertive discipline is an approach to classroom management developed by Lee and Marlene Canter. It involves a high level of teacher control in the class. It is also called the "take-control" approach to teaching, as the teacher controls their classroom in a firm but positive manner.
The New Essential Standards are written using the Revised Bloom's Taxonomy (RBT) under the guidance of one of the authors of the revision, Lorin Anderson. North Carolina has chosen RBT to help move to the complex thinking expected from 21st Century graduates. The RBT was chosen because it has well-defined verbs and is built on modern cognitive research. When students share their own solution methods they are required to make their thinking clear and explicit so their classmates will understand them. When they have to listen to their classmates' methods and restate their friends' thinking in their own words they learn how to listen to and learn from each other.
In the classroom, a multi-media techniques was implemented to instruct the students. Standard practice using dry-erase boards as well as the chalk board in the classroom was combined with power-point presentations to appeal to the different learning styles of the students in the classroom.
First group: WinnerSecond group: AttemptedThird Group: Attempted to cheat, and just circled answers, no team work to find correct response
Problems and times are mirrored to reflect the intensity of the curriculum. They align to previous and current lessons without pushing the students boundaries on what they understand. The questions, like the test mirror what they are being taught.
First: Diligent, fast, and correctSecond: Working and correctThird: Completed 1 problem in seven minutes
The percent of the exam that was passed with all the students was 37.2%, the passing percent of the ten students that took the final was 39.33%. As the graph shows students struggled in understanding comp 2 and 4 more than 1, 3 and 5.
The final test showed some improvement in the students’ scores individually as well as a whole. Though some students’ score were in the same range as their diagnostic test, a couple of students made sum dramatic improvements. As the purple graph shows with math sprint as a method of curriculum alignment, scores have increased over the three week period. Out of the 10 students only 1 had a decrease in performance, while one student rose as much as 13 %
the graphs above compares their spring score (scaled with 342) to the EOG release exam they took at the end of the program. This graphs display a strong increase in scores from every student in the program by as much as more than 20% (as demonstrated in the green graph on the right). This rate of increase, also resulted from only 3 of the competencies being covered in the time period granted for the study
the graphs above compares their spring score (scaled with 342) to the EOG release exam they took at the end of the program. This graphs display a strong increase in scores from every student in the program by as much as more than 20% (as demonstrated in the green graph on the right). This rate of increase, also resulted from only 3 of the competencies being covered in the time period granted for the study
Overall, the students EOG release exam was an increase from their diagnostic and their EOG exam by 2% or more, even wit the two average scores from the EOG exam.
One error was the scores from the spring exam. Some scores were not reported with the raw value, so they were assigned the value of 350 and 342 so results could be calculated and compared. Based on their level II or III score from a level IV scale. With II and III being one of the lowest.