Progress Monitoring Module

1. List three advantages of progress monitoring over annual achievement tests.
1. The assessment results assist in instructional planning
2. The skills assessed are aligned with the curriculum
3. Students’ skills are assessed frequently
2. List two key differences between mastery measurement and CBM.
With mastery measurement the skills are broken down into sequenced sub skills, where as with CBM the skills can be taught in any logical order. With MM students must meet a desired criterion to be considered demonstrating mastery and with CBM growth of the entire skill is tracked over the entire year. A key difference is MM each new skill is assessed one by one but with CBM each test or probe contains samples from other skills to check the retention of the previous knowledge.
3. Name three ways CBM can be used to help at-risk students.
1. The assessments are giving multiple times throughout the year to track progress and areas of weakness.
2. CBM can address the problem with the at risk student and provide extra practice
3. CBM is easy and able to be implemented easily with assessments to show wither its working or not.
4. What are the six steps in the CBM process?
Step 1. Create or select appropriate tests (probes)
Step 2. Administer and score the probes
Step 3. Graph the scores
Step 4. Set goals
Step 5. Make instructional decisions
Step 6. Communicate progress
5. How would you use CBM when teaching multiplication fact families (e.g., times tables for 2, 3, 4)? Describe what you would do for each of the six steps.
First it would do an overall assessment of the times tables to see where the students stand and what prior knowledge from 3rd grade they had. Then I would score the tests and graph them to see where the weak areas are and the weak students are. After graphing the test scores I would set a group goal followed by individual goals for struggling students who would get extra help in small group math time. Then I would develop specified test with certain numbers to focus on finding patterns and tricks with times tables. After each day I would give the students assessment son the times tables adding more and more problems to solve in a given time frame. At the end of that the test would be graded and decisions would be made on which way to go, review or move on. After all that is I would communicate the progress with each student and send progress reports home so parents would know what the child needed to work on.
6. Create a CBM implementation plan for your classroom. Make sure you include the academic subject, frequency of administration, how you will score and graph the data, and how you will use the information for your instructional planning.
The academic subject is multiplication. The students will be given a list of multiplication problems every morning and have a certain amount of time to complete them. This would happen every day of the week for a total of 5 assessments that would be timed every morning. Each day the students will receive a grade and at the end of the week the students g=would get an average of those five days to count as one test grade to be recorded. The student’s math problems would be sent home with the students so they could receive extra practice at home so they would do better on the next quiz. The scores will be graphed individually for each child as the years goes, this way to avoid public humiliation, and a class average will be graphed in the classroom for the class to see. This way when the students reach certain bench marks they can receive incentives to keep doing better.