Diagnostic Assessment

Return to Assessment

I use the adaptive i-Ready exam at the beginning of the year, the middle of the year, and the end of the year to see where students are overall mathematically. This also allows me to analyze students by individual sub-domains, numbers and operations, algebra and algebraic thinking, measurement and data, and geometry.

This slideshow requires JavaScript.

i-Ready diagnostic results for my 4th period class. One student is one grade level behind, and on grade level in two of the four subdomains. The rest of the students are at least two grade levels behind. No student is on grade level.

i-Ready diagnostic results for my 3rd period class. Four students are one grade level behind and ten students are at least two grade levels behind. No student is on grade level.

i-Ready diagnostic results for my math intervention class. Three students are one grade level behind and 22 students are at least two grade levels behind. No student is on grade level. All of these students take math twice a day, and this is their “math support” class. This class does not need to cover on-grade level content and is instead focused on reteaching math misconceptions.

I gave all of my students the i-Ready diagnostic assessment to see where they are overall. I am able to further analyze how well they do in specific sub-domains. My students will retake this exam in the middle of the year and end of the year, which allows me to track their overall progress in mathematics. I individually conferenced with students after they took their diagnostic i-Ready assessment, and we made growth goals together for their middle of the year assessment. Every student committed to trying to grow one grade level, 13 points, by the middle of the year.

Group A were students who did not know division as a concept according to i-Ready, Group B did not know long division, and Group C already mastered long division. Group A was working on division as a concept first, then began doing long division with place value mats. Group B worked with place value mats for long division, then moved onto working on the algorithm. Group C worked on their own personal learning path in ALEKS for enrichment.

I often use the i-Ready diagnostic assessment to group students. For example, I once did a reteach of long division using place value in my math intervention class. However, not all students needed this reteach according to their i-Ready diagnostic data. I split the groups, as seen above, into those who needed help with the concept of single-digit division (Group A), those that needed help with long division (Group B), and those that did not need help with long division (Group C). I was able to use my diagnostic data to differentiate instruction accordingly.

Continue to Formative Assessment

Return to Assessment