A great many people were involved with the development, field-testing, data entry, data analysis, and reporting. Here we name some of the key players and briefly describe their roles, starting with the report coauthors. Robert Schoen wrote the test and item specifications, developed items, coordinated the external review, edited and proofed the final forms, and managed the scoring and interpreting of results. Mark LaVenia performed the data analysis for the unidimensional item-response theory models, factor analytic models, reliability estimates, and regression models. Charity Bauduin managed the reportwriting process. Kristy Farina served as the data manager and assisted with preparation of descriptive statistics for the present report. We would like to acknowledge the reviewers of early drafts of the EMSA tests and express our gratitude for their contributions of expertise. These reviewers include Thomas Carpenter, Victoria Jacobs, Walter Secada, Juli Dixon, and Ian Whitacre. Amanda Tazaz and Kristopher Childs managed the distribution and collection of tests and consent forms for students. Kristopher Childs and Juli Dixon managed the data entry and verification process. Anne Thistle provided valuable assistance with editing the manuscript. Casey Yu provided valuable assistance with laying out the style and format of the final version of the report. We are especially grateful to the Institute of Education Sciences at the U.S. Department of Education for their support and to the students, parents, principals, district leaders, and teachers who agreed to participate in the study and contribute to advancing knowledge in mathematics education. Without them, this work is not possible.
A great many people were involved with the development, field-testing, data entry, data analysis, and reporting. Here we name some of the key players and briefly describe their roles, starting with the report coauthors. Robert Schoen designed the test and managed the overall process of test development, external review, editing and proofing, scoring, and interpreting the results. Mark LaVenia performed the data analysis for the factor analytic models, reliability estimates, and regression models. Charity Bauduin managed the report-writing process. Kristy Farina managed the data entry, verification, and management process and assisted with preparation of descriptive statistics for the present report. We would like to acknowledge the reviewers of early drafts of the EMSA tests and express our gratitude for their contributions of expertise. These reviewers include Thomas Carpenter, Victoria Jacobs, and Ian Whitacre. Amanda Tazaz managed the distribution and collection of tests and consent forms for students. Anne Thistle provided valuable assistance with editing the manuscript. Casey Yu provided valuable assistance with laying out the style and format of the final version of the report. We are especially grateful to the Institute of Education Sciences at the U.S. Department of Education for their support and to the students, parents, principals, district leaders, and teachers who agreed to participate in the study and contribute to advancing knowledge in mathematics education. Without them, this work is not possible.
The writing of this facilitator's guide was led by Charity Bauduin and Robert Schoen. Although the meeting protocols were developed through a joint and ongoing effort of all of the coauthors, Ms. Bauduin was the lead developer and writer for the current report. As principal investigator of the Foundations for Success in STEM project, Robert Schoen was integrally involved with conceiving and designing the FACT weekly meeting process and protocol and refining it on the basis of a continual stream of evaluation data. Ms. Bauduin and Dr. Schoen worked closely together to design the FACT weekly meeting process and protocol and to coordinate the creation of the weekly meeting forms and other data-collection devices.Throughout the 2015-2016 and 2016-2017 school years, Charity Bauduin, Wendy Bray, Zachary Champagne, and Naomi Iuhasz-Velez facilitated weekly meetings with more than 30 teams of teachers. These experiences provided important insight into the development and refinement of the weekly meeting process and protocol. These weekly meeting facilitators provided critical feedback on the implementation of the protocol and weekly meeting process, as well as the forms used each week during the meetings. Charity used her knowledge and previous experience of facilitating weekly meetings with teachers to provide support and feedback to the other facilitators throughout the two years of weekly meetings. Amanda Tazaz provided feedback on the process and protocol as well as this guide. The coauthors of this report met weekly over a two-year period to discuss the progress of weekly meetings and provided support and recommendations to the facilitators to improve the structure and substance of the weekly FACT meetings.
Teachers engage in sustained peer collaboration about formative assessment with a focus on students' mathematical thinking.
Fall 2015 K-2 EMSA: Measuring Student Achievement in Counting, Word Problems, and Computation in Grades K, 1, and 2 performed the data analysis for the item calibration, exploratory factor analysis, item-response theorybased models, and vertical linking between grade levels, and he also contributed to writing the report. Zachary Champagne assisted with the development and production of the test. Charity Bauduin reviewed the alignment of items with the Mathematics Florida Standards, managed the report-writing process, and assisted with editing the style and format of the report.Amanda Tazaz coordinated the dissemination and collection of the tests and corresponding consent forms. Kristy Farina designed and managed the data-entry system, trained data entry personnel on the system, verified the accuracy of the data, and assisted with description of the data-entry process and sample descriptives for the present report. Alexandra Utecht, Jiaqui Lu, Senai Tazaz, and Shelby McCrackin served as data-entry personnel. Claire Riddell, Mark McClure, and Monica Hurdal served as reviewers of the test items, response options, and scoring. Anne Thistle provided valuable assistance with copy editing.
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