You are here:

Online Assessment Recording System Supports Data-Based Decisions on Student Numeracy
PROCEEDINGS

, Center for STEM Education, UNC Charlotte, United States ; , , UNC Charlotte, United States

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Teachers using a web-based elementary mathematics assessment system focused on students’ understanding of number concepts have the flexibility to assess students at multiple time points with flexibility in location. The system provides immediate assessment results and comprehensive reports. Teachers may use computers or handheld devices. Teachers are instantly provided with the instructional level for their students. The data provides an ongoing record of individual student performance as well as aggregated classroom information. This we-based reporting has the potential to positively impact student understanding of number which is critical for future academic success. Analysis of data from over 300 teachers using the assessment system found that teachers use the data to make instructional decisions. These changes result in significant impacts on student performance.

Citation

Pugalee, D., Stephan, M. & Robinson, C. (2015). Online Assessment Recording System Supports Data-Based Decisions on Student Numeracy. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 956-959). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Baroudi, Z. (2007). Formative assessment: Definition, elements and role in instructional practice. Postgraduate Journal of Education Research, 8(1), 37-48.
  2. Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working iside the black box: Assessment for leraning in the classroom. Phi Delta Kappan, 86(1), 8-21.
  3. Cobb, P., & Merkel, G. (1989). Thinking strategies as an example of teaching arithmetic through problem solving. In P. Trafton (Ed.), 1989 Yearbook of the National Council of Teachers of Mathematics, (pp. 70-81). Reston, VA: NCTM.
  4. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
  5. Hodgen, J. (2007). Formative assessment: tools for transforming school mathematics towards dialogic practice? Paper presented at the CERME 5: Fifth Congress of the European Society for Research in Mathematics Education. Larnaca: Cyprus.
  6. Huinker, D. & Freckmann, J. (2009). Linking principles of formative assessment to classroom practice. Wisconsin Teacher of Mathematics, 60(2), 6-11.
  7. Richardson, K. (2012). How Children Learn Number Concepts: A Guide to the Critical Learning Phases. Bellingham, WA: Math Perspectives.
  8. Richardson, K. (1998). Developing Number Concepts: Counting, Comparing, and Pattern. New York: Dale Seymour.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections