A Powerful Program Uses Powerful Assessments

All eight Ramp-Up units have aligned assessments—both formal and informal. A variety of interim checkpoint assessments appear throughout the course, as well. This comprehensive system guides teachers’ daily decisions and maximizes the potential for differentiated instruction.

Ramp-Up units begin with a “Pre-Test,” a multiple-choice entry-level assessment that establishes a baseline of student performance. Units end with a “Post-Test” that verifies students’ readiness for algebra. The formative assessment system—developed in partnership with the Australian Council for Educational Research (ACER)—offers teachers a powerful ways to identify problems in learning, monitor student performance, and differentiate instruction. ACER, an international leader in education assessment, helped develop items for the Trends in Mathematics and Science Study (TIMSS) and managed the Programme for International Student Assessment (PISA).

Carefully scaffolded lessons lead students on a gradual but steadily deepening investigation of concepts. From beginning to end, embedded assessments feature a variety of performance modes. There are informal periodic measures for progress-monitoring as well as strategically placed summative assessments. In addition, special “Progress Check” and “Learning from the Progress Check” lessons appear within the normal sequence.

Entry-Level Assessment

• Pre-Test: multiple choice, developed in conjunction with the world-renowned assessment organization, Australian Council on Educational Research (ACER)

Progress-Monitoring Assessment

• Class profile observation sheets, conferences
• Quizzes, projects with rubrics, homework, reflective self-assessments
• End-of-unit assessments
• Cumulative reviews after each unit

Summative Assessment

• Cumulative unit assessments every two units, developed in conjunction with ACER
• Post-Test: multiple choice, developed in conjunction with ACER

Progress Lessons

• “Progress Check” lessons focus entirely on review and may vary somewhat in format from regular lessons. These lessons and homework typically involve work that is more reflective in nature, and help students to evaluate their progress and determine where they need more assistance.
• “Learning from the Progress Check” lessons provide targeted, differentiated instruction and review. Special problems that focus on different areas of weakness are assigned during the Work Time.