This tool is designed to be used in tandem with the Gazette and helps teachers arrange the CCRS in math into a yearlong sequence of learning.
This is a follow-on study from Konstantopoulos et al., 2016. Results generally show that lower-achievers in grades 3-8 seem to benefit more from interim assessments (Acuity) than higher-achieving students. The magnitude of the effects were larger in math than reading; however, no effects were found for grade K-2, which used mCLASS.
This article reports on the results of focus groups with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia. The study found that teachers’ use of benchmark assessment results was influenced by perceived quality of test items, timeliness in receiving results, accessibility of the data, and opportunities to review and discuss the results. Study teachers reported using benchmark test results to formatively adjust instruction in a variety of ways, including modifying whole class instruction, working with students in small groups, and providing individualized support.
The randomized controlled study in Indiana found, and the WWC confirmed, that the use of Indiana’s Diagnostic Assessment Tools (mClass for K-2, Acuity for grades 3-8) did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of students in grades K-8. However, statistically significant positive effects were found for grades 5 and 6 in mathematics achievement and grades 3-5 in reading achievement. No statistically significant effects were found for mathematics achievement in grades 3 and 4 or on reading achievement in grade 6.
From the publisher: “This review of research and policy literature distils several key elements of processes that can help identify and support English learner students with learning disabilities. It also describes current guidelines and protocols used by the 20 states with the largest populations of English learner students. This report informs education leaders who are setting up processes to determine which English learner students may need placement in special education programs as opposed to other assistance.”
Understanding Proficiency is a resource designed to support educators in analyzing and learning from student work on performance tasks in English language arts and math. The site features actual scored student responses to the Smarter Balanced performance tasks, with annotations from practicing educators and illustrations of the full range of performance levels for each task. Videos and professional development tools are also featured to support teachers in using these resources to improve instructional practice. The purpose of Understanding Proficiency is to leverage the Smarter Balanced performance tasks to support professional development that can help operationalize college and career ready standards to inform and enhance instruction for all students.