Assessment Report Card
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Julissa Salazar, a 12th grade student, received an A grade on her SAT Math FastTrack course test with weaknesses in calculation errors and theoretical knowledge. The assessment report recommends that she verify calculations, regularly revise theories, and break longer problems into simpler steps to improve. Her report card shows average to above average scores across tests with ability to avoid errors being her weakest point. Remarks note Julissa's understanding of topics is fair and she has potential if she focuses on theoretical concepts and application through continued practice.
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Diagnosis means the careful and extensive observation
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It should be administered in a released environment.
Students should be seated comfortably.
Students should be asked not to consult each other while taking the test.
If any student is not able to follow something, he should be allowed to seek clarification from the teacher.
The teacher may ensure that the students taking the test attempt all questions.
Time schedule should not be enforced strictly, if any
If any student takes a little more time, he should be allowed to do so.
Error analysis
Error analysis stands for the analysis of the errors committed by the students with a purpose to
To diagnose their weaknesses and learning difficulties
To frame a suitable remedial programme
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
Better mathematics keynote pack spring 2015
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
Better mathematics keynote pack spring 2015
This document provides information from an Ofsted conference on improving mathematics education. It summarizes Ofsted's findings on achievement, teaching, curriculum, leadership and recommendations. Achievement is rising but conceptual understanding and problem solving are lacking. Teaching quality varies within schools. Curriculums focus too much on exams. Leadership needs to use data better to improve teaching and learning. Schools should increase problem solving, develop teacher expertise, and sharpen monitoring to focus on mathematics.
Progress Monitoring Interpretation
Student Z is a 5th grade Latino male student with a learning disability in reading and math. He was given biweekly progress monitoring assessments in 3rd grade math using an EasyCBM Numbers & Operations probe to track his progress toward his IEP goal of 70% mastery. While his performance varied, his trendline showed only slight progress toward the aimline goal. It is recommended that he continue receiving math intervention focused on fractions using manipulatives and games.
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This document provides a review for an assessment and evaluation exam with 25 multiple choice questions covering topics like test distributions, measures of central tendency, test validity and interpretation. It begins with an advertisement for free online exam resources and ends with the answers to the 25 questions.
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Assessment Report Card
- 1. Student AssessmentReport Name of the Student Julissa Salazar Grade 12th Parent’s Name Mark Salazar Date ofTest 10th Nov 2012 Course Package SAT FastTrack Course Subject Math Result (Grade) A Weak Points Detected Calculation Errors, Lack inTheoretical Knowledge Difficulty in solving wordy problems, Lack of Practice Suggested Improvement Calculation verification needed while solving the problems Concentration & Revision ofTheories regularly, Break the longer problems in simple stages *A – Outstanding, B – Above Average,C – Average, D – Improvement Required, E - Poor
- 2. ReportCard Test1 Test2 Test3 Test4 Understanding of concepts 4 3 3 2 Application of Concepts 4 4 2 3 Problem Solving Ability 3 3 2 2 Speed 4 4 3 3 Ability to avoid calculation errors 2 1 1 1 Grade C C B A The points are on a scale of 5 A – Outstanding B – Above Average C – Average D – Improvement Required E - Poor
- 3. Remarks Level of Understanding of the given problem: Julissa has fair knowledge & understanding of topics like algebraic expression and solving linear equations. She is also good with the topics like quadratic equations. She has the ability to handle the difficulty and crack the exam with good grades. She has potential but it needs to be polished. Focusing onTheoretical Concepts: She needs to focus on theTheory part to make her moves and preparation effective.
- 4. Remarks Application ofTheories: Julissa needs to do practice on theories to be perfect in theories more and more. Problem Solving Ability: She is good in it and just need to keep the spirit up. Recommendations: She needs to keep on practicing theoretical as well as the practical parts to make herself the best grader and to crack the exam with a good result.