Always Learning


Using the aimsweb system to Progress Monitor in the Area of Mathematics

January 1, 2011

Within aimsweb there are several assessments available to monitor students’ progress within the area of mathematics. Mathematics Computation (M-COMP) assesses basic computation skills, while Mathematics Concepts & Applications (M-CAP) assesses the application of several concepts within the area of mathematics. Both of these assessments are designed for universal screening (also referred to as benchmarking) as well as more frequent progress monitoring. aimsweb also provides single skill computation probes (called Math Facts) such as addition, subtraction, multiplication, and division that are designed to compliment M-COMP for frequent progress monitoring. For many users it can be confusing to understand how these assessments can be utilized together in a meaningful way. The purpose of this article is to help users interested in utilizing both the aimsweb single skill probes along with the M-COMP assessment when progress monitoring a student in the area of mathematics.

The following mathematics case illustration demonstrates this process. A second-grade student was benchmarked using M-COMP in the beginning of the year. The benchmark results indicated that the student fell into the at risk category (i.e., < 25th percentile) as defined by his school. The teacher, Mrs. H, conducted an item analysis of the student’s Grade 2 benchmark probe, noting what items he answered correctly and incorrectly. Results indicated the student consistently missed all but one subtraction problem attempted. The student also attempted each addition problem, but was only 50% accurate.

Mrs. H conducted a survey level assessment (SLA) using the M-COMP progress monitoring probes to determine the student’s present grade level and found that he performed like an average first-grade student in the fall. From this information, Mrs. H decided she would like to set an annual 2nd grade M-COMP goal. Mrs. H’s intervention initially focused on addition, but eventually moved on to subtraction once the student achieved mastery with his addition facts. Mastery for the single skill facts was defined as 20 digits correct with no more than 2 errors on three consecutive assessments. In order to measure the student’s progress in his math curriculum, she decided to test him once per week using M-COMP probes and three times per week using aimsweb Math Facts probes. Below is a graph of the student’s progress on both the M-COMP and the single skill probes.






As evidenced by the graphs above, the intervention used to target addition and subsequently subtraction skills, was effective in helping the student achieve mastery of both skills. His M-COMP progress monitoring graph demonstrates generalization and maintenance of these skills, thus keeping him on track with his annual goal. This case illustration demonstrates how single skill probes and the M-COMP multi-skill probes can be used in tandem to monitor a student’s progress.

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