Diagnostics in Accelerated Math

The more I work with Accelerated Math, the more I like what diagnostics bring to the table. Essentially, diagnostics are quick and easy way for students to master objectives without a ton of practice leading up to the test.

There are a few reasons why I would recommend using a diagnostic on an objective rather than practice, practice, test.

1. Catching Up Quickly.  A while back, I talked to a couple of teachers who have been using AM for years.  When AM switched to the Common Core objectives, they found those objectives to be harder for students than the non-Common Core.  They backed the kids up a year and used diagnostics to work them through that year quickly. 
2. Review. You're fairly certain students know the objective already.  You taught it already, it's a review of last year, it looks easy, or whatever.  You just know that a large majority of your class will know the material already.  Great! Give them a diagnostic to see.
3. Assessing Learning. You just taught a lesson on square roots and you want to see if they learned the material. Instead of assigning 20 problems out of the book, give the whole class a 5-question diagnostic on that objective.

A diagnostic will give 5 questions on each objective assigned. (Be careful and keep your diagnostic short: 1-3 objectives at a time.) 

• If your student does well (4 or 5 correct) the objective is mastered and will come back to visit in a week.
• If your student does not do well (0-3 correct) the objective is rolled into the practices and students will practice till they get it and can master that objective on a test.

With all this talk about mastering objectives, please remember the real goal is student learning. The objectives make for an easy method to measure that learning - what and how much. The reality is that a diagnostic can help you quickly assess who knows material and who doesn't.  Those who have grasped it can move on to harder skills.

However, it is easy to see who has not mastered an objective and needs some extra 1:1 or 1:small group help.  Working in that small ratio can help your student learn these skills quickly with personal pitfalls identified and worked through alongside a teacher who can give undivided attention.

Mastering Objectives in Accelerated Math

Raise your hand if this sounds familiar.  And don't call out!

Your math teacher teaches a lesson.  You may read from the book, do practice problems on the board, or even use manipulatives.  However, at the end of the lesson, the entire class gets the same homework assignment.  If you understood the concept in the first 5 minutes, you still get 20 problems.  If you have no idea what the teacher said, you still get the same 20 problems (which you can't do). It doesn't matter if you understood yesterday or not, because today is coming.  Repeat, repeat, repeat for about 2 weeks till it's time to test and move to the next major topic.

That's the way math works in many classrooms around the world...but not so with Accelerated Math.

When the class sits down to get their work done, each student is working on different objectives based on their personal skill level.  The STAR Test tells the teacher where to start students, and the student is responsible for the forward movement from there.

There are two ways a student can master objectives.

First, students will practice objectives over and over till they demonstrate a level of mastery over that objective (5 out of the last 6 questions).  Then, the teacher assigns a test over that objective.  Score well on that (4 out of 5), and it's mastered.

Second, diagnostics are a great way for a student to show the teacher that she understands an objective.  A diagnostic will generate five questions for each objective diagnosed.  If a student gets at least four right, the objective is mastered.  So, pretend you just taught your lesson on reducing fractions.  You know that kid who fell asleep 15 minutes ago.  She can show you in 5 questions that she got it and can move on to new material.  Awesome!

However, there is also that kid who has that glazed over "I have no idea what you're talking about" look on his face. What do we do with him? Easy. If his diagnostic comes in with less than 4 correct answers that objective gets rolled into his practices.  He will continue to practice that objective till he can test on it, then move on.

Whether mastering through practice/test or diagnostic, students still can move at their own pace and not be forced to move on till they are ready.

Now, every good teacher wants to make sure that each student TRULY grasps the skills and information taught.  The great thing is that mastered objectives tend to come back to practices a week later. After students answer questions effectively the objective will go away forever.

I love the individuality of Accelerated Math! No matter where you live on the bell curve of math skills, you can move at your own pace and truly master a topic.  It's a beautiful thing!