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Using Item Analyses and Instructional Conversations to Improve Mathematics Achievement

Douglas Fisher and Donna Kopenski 

December 2007, Volume 14, Issue 5, Page 278

Abstract:
The significant gains in student achievement in an urban elementary school when teachers worked together to develop, administer, and review assessment items. In grade-level teams, teachers completed item analyses and engaged in instructional conversations about students’ needed instruction. Readers of this article will learn how to plan for, write, and assess student assessments to guide teaching and student learning.

Keywords:
English Language Learners (ELL)
Gifted / Talented
Learning Disabilities
Cross-Content (Math Only) Connections
Pre-K-2
Article
Grades 3-5
Assessment / Testing
Communication
Conceptual Development
Math Coordinator / Coach
Differentiated Instruction
Teacher
Problems
Theory