Guided Notes: Assessment and Error Analysis
Guided Notes: Assessment and Error Analysis
1. Curriculum-based measurement is a ______________ and _________ way of assessing student progress in the basic skill areas.
2. What are CBM probes?
3. How long should CBM computational probes be? Fact probes?
4. How do you score CBM probes?
5. The following are standardized directions for administering CBM probes. (NOTHING FOR YOU TO WRITE)
“We’re going to take a 2 (or 4) -minute math test. I want you to write your answers to these math problems. Some are ___ and some are _____. Look at each one carefully before you write the answer. When I say begin, write your answer to the first problem (point) and work across the page (show). Then go to the next row. Keep doing this until I say stop. Try to work each problem. If you really don’t know how to do it, put an x through it and go to the next problem.” At the end of 2 minutes say, “Stop.”
6. Why is it important to “test” rather than “teach” during these probes?
7. Why is it important to encourage students to attempt each problem rather than skipping around to the problems they know?
8. What are some scoring guidelines associated with counting correct digits?
a. Each correct digit is ________________ and ______________________.
b. If the student doesn’t complete the problem, count __________________.
c. If the student x ed out the problem but then went back and attempted it, count ________________________.
d. If the writing is of poor legibility and it is difficult for you to tell the digit, count it as __________________.
e. If the student reversed the number but the answer is obvious, count it as _____________.
9. How can you access probes or develop probes?
10. Why should you graph results?
11. List the 4 steps of diagnosing errors.
1. Analyze errors and make a hypothesis about the cause of errors
2. Interview the student to determine the cause of error (if not obvious)
3.
4.
12. List the 3 error types
1.
2.
3.
13. State what happens in a fact error.
Student follows the correct _____________________________ for solving the problem but misses the problem because of a _______________________.
14. How many basic facts are there?
15. How do you remediate a fact error that occurs CONSISTENTLY?
16. How do you remediate a fact error that occurs INCONSISTENTLY?
17. Define a component skill error.
Error on _____________________skills that are _________________ as steps in a problem-solving strategy
18. What are common component skill errors in the lower grades?
19. Do you remember a component skill error that is occurring INCONSISTENTLY?
20. What steps are necessary for remediating a component skill error that is occurring CONSISTENTLY?
21. Define a strategy error.
22. How do you remediate a strategy error?
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