Christ+the+King+Elementary+School+Promising+Practice

|| 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. || The first test was readministered later in the school year and the test was "easy" for the students. Student achievement is improving. The most improvement was made by the students working on Individual Education Plans (IEPs.) The students looked forward to test day and, as a result, the regular event built up their self-esteem and confidence. Later units of study took less time for students to learn the material compared to other classes and/or years. Tanis.Gicze@yesnet.yk.ca || Books Pearson Math Makes Sense 7 resources and other grade seven texts ||
 * < School:
 * Title: Math Profile Assessment Tool ||
 * Keywords: mathematics, assessment, data ||
 * Major Focus Area: Numeracy/Mathematics Assessment || Grade Levels: 7 ||
 * Brief Description || A series of tests were created and administered every other week to grade seven students. Each test had a question from each part of the curriculum. For example, the last question was always a problem solving question. 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.
 * Evidence of Effectiveness || The questions got progressively harder as the year went on but the average did not decrease on the tests.
 * Differentiated instruction through flexible groupings** was achievable as a result of the data that was derived from the tests. For example, on a particular day, if the mini-lesson was about Data Analysis then the students who were missing that question consistently could join the mini lesson. Joining the mini lessons was not mandatory but the students were motivated to join naturally. ||
 * Additional Information ||  ||
 * Links to Related Projects || Math Assessment: An Achievement and Diagnostic Profile Developed by Tanya Braybrook @ http://www.mathprofile.com Jack Hulland Assessment Promising Practice by Ms. Cathy Hines and Ms. Nita Daniels @ Jack Hulland Elementary School. ||
 * Attachments (Products/Tools) ||  ||
 * School Contact Information || Mrs. Tanis Giczi @ Christ the King Elementary School
 * Other: Sources of Information for Test Creation || Internet