Overview (UCLA)

Purpose of the Study

1.      Impact on Teachers

A.     Improvement of formative assessment (FA) practices

B.      Develop better understanding of how to teach CCSS-M 8.EE.5-6

C.      Develop better understanding of how to implement math practice three, and how to get students to use multiple representations

2.      Impact on Students

A.     Develop better understanding of proportional reasoning

 

Study Design

1.      Longitudinal

2.      Multiple Treatments

A.     Northern California (UC Davis)

B.      Southern California (UCLA)

3.      Random Sampling

A.     Schools randomly selected into treatment and control groups

B.      Excel random number generator

 

Phases of the Research Study

1.     Consent process

2.     Pre-tests and surveys

3.     Teacher reflections and student worksheets

4.     Post-tests and surveys

5.     Examine existing data

 

Consent Process

A few weeks before the intervention window begins:

1.     All teachers who want to participate return their signed consent forms to CRESST

2.     Send home parent permission and student assent forms

3.     Complete student data roster for all students who return both signed parent permission and student assent forms

 

Pre-Test and Surveys

A few days before the intervention window begins:

1.      Student pre-survey (click for the file):

A.     Students’ attitudes about math

B.      10 minutes to administer

2.      Student pre-test (click for the file):

A.     Students’ prior knowledge and math skills

B.      10 minutes for directions/collection, 40 minutes for students to complete the test

3.      Teacher pre-survey (click for the file: treatment / control):

A.     Select two math assignments to submit with your survey

B.      Background info; Teacher attitudes about math teaching, the CCSS, and the last unit completed; Teacher reflections on the two assignments selected to share.

C.      10-20 minutes to complete online

 

Treatment Teacher Reflections

Prior to each weekly check-in, treatment teachers need to do the following:

1.      Student artifacts:

A.     Review student work from the most recent task

B.      Return anonymized class sets to CRESST

2.      Teacher reflection:

A.     Complete a guided reflection about the goals for the task, your analysis of student work, and any action you plan to take.

B.      30 minutes to complete the reflection sheet

 

Post-Test and Surveys

A few days after the intervention window ends:

1.      Student post-surveys (click for the file):

A.     Student attitudes about math (duplicate form)

B.      10 minutes to administer

2.      Student post-test (click for the file):

A.     Students’ knowledge and math skills about 8.EE.B.5-6 and Math Practice 3

B.      10 minutes for directions/collection, 40 minutes for students to complete the test

3.      Teacher post-survey (click for the file: treatment / control):

A.     Attitudes about math teaching, the CCSS, and the last unit completed.

B.      Treatment only: Fidelity of implementation and attitudes about the effectiveness of the tasks.

C.      10-20 minutes to complete online