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Eps Cba Report

The document summarizes a curriculum-based assessment of a 7th grade boy's multiplication skills administered by the author over three days. The student showed proficiency in many basic multiplication facts and rules like placing zeros, but struggled consistently with problems involving 11. While his skill level is moderate to high, increasing his speed on a variety of multiplication problems would be a good goal.

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FMConnaghan
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28 views

Eps Cba Report

The document summarizes a curriculum-based assessment of a 7th grade boy's multiplication skills administered by the author over three days. The student showed proficiency in many basic multiplication facts and rules like placing zeros, but struggled consistently with problems involving 11. While his skill level is moderate to high, increasing his speed on a variety of multiplication problems would be a good goal.

Uploaded by

FMConnaghan
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Fiona Connaghan October 19, 2012 SPE501Curriculum Based Assessment Report I chose to administer a multiplication computation curriculum based

assessment to a seventh grade boy. I selected this student in particular because although he is only slightly behind his peers in the subject of mathematics, I believe that a thorough understanding of how to compute numbers using a variety of operations will help bump him up to where he needs to be in math. In order to determine his baseline data on multiplication facts, I administered three separate CBAs on three consecutive days (10/15-10/17). The assessments were administered at the same time each day, during his math class. The assessments consisted of 25 multiplication problems using numbers between 2 and 20. The student had 2 minutes for each assessment to complete as many problems as possible. Since the work space on the actual assessment was limited, scratch paper was provided for the student. Some problems were worked out on the separate sheet, particularly those containing 2 two digit factors. In scoring the assessment, the student received one point for every digit he wrote correctly. This includes all the numbers written in a two-step problem, not just the final answer to that problem. After reviewing his assessment, I realized that he had many basic math facts down. He also recognized many common rules (such as placing a zero at the end of the number when it is being multiplied by 10 to get the answer). He also has an understanding of the basic procedure to solve a two-step multiplication problem containing 2 two digit factors. A misconception I saw repeatedly in his work was when multiplying by 11. Nearly all of his multiplication problems containing a factor of 11 were wrong. Overall, I would say that this student has a fairly moderate to high level of skill in multiplication computation. Since he knows most of his basic facts, I would say a goal to set for this student would be to increase his speed so that he can work through a variety of math problems involving multiplication more efficiently and quickly.

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