Using Error Patterns Formatively: Data Driven Outcomes

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"In an age of academic accountability, stale assessments for K-12 students increasingly gain focus as educators strive lo improve the competence of students in U.S. schools. In light of unflattering statistics, such as only 17 percent of twelfth graders perform above a basic level of math proficiency (RAND, 2003), increased concern over the quality of classroom instruction is certainly understandable. And although performance on annual standardized tests serves as a barometer of achievement, the summative nature of these assessments renders them inefficient as tools for providing dynamic and appropriate assistance to students in the midst of their daily struggles to achieve proficiency. These assessments focus on knowledge essential for continued academic success, but results from these assessments often come too late to provide the timely feedback needed for steady progress."


This article was originally published in New Hampshire Journal of Education, volume 12, in 2009.

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Plymouth State University and the New Hampshire Association of Supervision and Curriculum Development