{"title":"A Teacher’s Toolkit for Assessment When Implementing Data-Based Individualization in Mathematics","authors":"Soyoung Park, Pamela M. Stecker, S. R. Powell","doi":"10.1177/10534512231182042","DOIUrl":null,"url":null,"abstract":"This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with step-by-step procedures for assessing students within the DBI process, including selecting an appropriate progress-monitoring tool, collecting baseline data, and analyzing graphed data to determine whether a student is making adequate progress. In addition, diagnostic assessment is discussed to help teachers target instructional priorities based on student needs. Providing a toolkit for assessment and supplementary resources should enable teachers to use DBI procedures more effectively and, ultimately, to boost students’ mathematics achievement.","PeriodicalId":14475,"journal":{"name":"Intervention in School and Clinic","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intervention in School and Clinic","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/10534512231182042","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
This article provides teachers with a toolkit for assessing students in the context of data-based individualization (DBI) in mathematics. Assessing students is a critical component of DBI because it provides teachers with information about what they may need to modify in their instructional programs. In this article, we provide teachers with step-by-step procedures for assessing students within the DBI process, including selecting an appropriate progress-monitoring tool, collecting baseline data, and analyzing graphed data to determine whether a student is making adequate progress. In addition, diagnostic assessment is discussed to help teachers target instructional priorities based on student needs. Providing a toolkit for assessment and supplementary resources should enable teachers to use DBI procedures more effectively and, ultimately, to boost students’ mathematics achievement.
期刊介绍：
Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.
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