A series of tests were created and administered each week to grade three students. Each test had a question from each part of the curriculum. For example, question number four was always about patterns in subtraction. The teacher marks each test. The students and the teacher go over the test the next day and are then guided through the graphing of their results. Students would colour in the box if they got it right, leave the box empty or put an x if they got it wrong, or colour in half of the box if they got half a mark. After the students have their marked test back they complete a self-reflection sheet.

Key Features

The questions reflect curriculum content that has already been covered. If a particular strand or unit has not been covered yet then questions from the previous years curriculum are used.
On the graph, when you look down individual columns, you get an achievement profile of how the student did on one particular test.
On the graph, when you look across the rows, you get a diagnostic profile. After a few tests, strengths and weaknesses begin to emerge.
If a student consisistently has boxes coloured in across a particular row then you can conclude that this is an area of strength. On the other hand, if a student consistently has blank boxes across a row then you can conclude that it is an area of weakness and may require remediation.

Evidence of Effectiveness

Two natural groups fell out of the graphed data. One group focused on place value and the second group focused on subtraction with regrouping.

At first, in general, the students had difficultly reading the tests but could do the math. As a result, the teacher read each question on the test to the class. After a while, the students could read the tests on their own.

The students looked forward to test day and, as a result, the regular event built up their self-esteem and confidence.

YAT results TBA.

Additional Information

Links to Related Projects

Math Assessment: An Achievement and Diagnostic Profile Developed by Tanya Braybrook @ http://www.mathprofile.com

Ms. Cathy Hines and Ms. Nita Daniels @ Jack Hulland Elementary School

Other: Sources of Information for Test Creation

Internet
YAT
Books
Pearson Math Makes Sense 3 resources and other grade three texts
Houghton Mifflin @ http://www.eduplace.com/math/index.jsp and other internet sites.

On the graph, when you look down individual columns, you get an achievement profile of how the student did on one particular test.

On the graph, when you look across the rows, you get a diagnostic profile. After a few tests, strengths and weaknesses begin to emerge.

If a student consisistently has boxes coloured in across a particular row then you can conclude that this is an area of strength. On the other hand, if a student consistently has blank boxes across a row then you can conclude that it is an area of weakness and may require remediation.

At first, in general, the students had difficultly reading the tests but could do the math. As a result, the teacher read each question on the test to the class. After a while, the students could read the tests on their own.

The students looked forward to test day and, as a result, the regular event built up their self-esteem and confidence.

YAT results TBA.

YAT

Books

Pearson Math Makes Sense 3 resources and other grade three texts

Houghton Mifflin @ http://www.eduplace.com/math/index.jsp and other internet sites.