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ERIC Number: EJ853080
Record Type: Journal
Publication Date: 2003-Sep
Pages: 7
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1937-6928
Mathematics Assessment for Students with Mild Disabilities: Frameworks and Practices
Cawley, John F.; Parmar, Rene S.
Learning Disabilities: A Contemporary Journal, v1 n1 p20-26 Sep 2003
The overall purpose of this paper is to describe a practical and useful approach to mathematics assessment that is meaningful to teachers, students and families. The format is highly flexible, yet specifically designed to provide detailed information as to the performance characteristics of the student and a variety of curricula and instructional options for the teacher and school. The assessment focuses upon three key factors. They are: (1) the availability of an organized curriculum, (2) the utilization of multi-modal interactions between student and evaluator and (3) time for the teacher or other sources to actually conduct instruction in a manner indicated by the results of the assessment. The assessment we describe can be conducted in whole or in part in most every topic of mathematics and once the teacher has assured himself that he has mastered the curricula and instructional design, the teacher can ad-lib the instruction. As described, the assessment was an integral component of a four year project involving 23 teachers, about one-half from general education and about one-half from special education. The greatest obstacle encountered by the teachers was a lack of time to implement their instructional findings due to the rapid pace established by the district to cover the content of each grade in a year (Parmar, Cawley & Frazita, 1998). (Contains 5 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A