P.E.R.T. Diagnostic Learning Pathways Math, Reading, Writing

P.E.R.T. Diagnostic Learning PathwaysMath, Reading, Writing

P.E.R.T. Diagnostic Learning PathwaysGoal

Approach

Measurement

• Provide learning opportunities for developmental students• Promote students one developmental level• Require proof of growth for level-promotion

• Identify strengths and weaknesses through PERT Diagnostics

• Activate Learning Pathways aligned with weaknesses• Set a clear goal and a clear path to achievement• Use media and interactivity to engage the learning process• Let students set the learning sequence and learning pace

• Allow students to prove growth• Make performance easy to understand

College Success College SuccessCollegeACE

MDELCC13Whole Number Operations

MDELCC21Applying Order of Operations

MDELCC4Integer Operations

MDELCC5Fraction Operations

MDELCC20Simplifying Algebraic Expressions

MDELCC18Constructing Expressions

MDELCC22Solving Linear Equations

MDELCC24Evaluating Exponents

MDELCC7Number Conversions

MDELCC6Decimal Operations

MDELCC12Simplifying Fractions

PERT DiagnosticPre-Test (30 questions)












PERT DiagnosticPost-Test (30 questions)






Individualized Learning Pathway

Instructional ResourceSimplifying Fractions

PracticeInteractive Learning with Hints and Explanations (4 tasks)

Performance AssessmentA demonstration of learning for MDELCC12 (4 tasks)

Pass = close pathway

Fail = continue *

once all pathways are closed …












PERT Placement

1 2 4

3

12.3% Growth

8.9% Growth

26.4% Growth

17.1% Growth

11.2% Growth








Instructional ResourceFraction Operations




Fail = continue *


Instructional ResourceEvaluating Exponents




Fail = continue *

Components and CharacteristicsTechnology-Enhanced Items

Seamless Transition between Applications

Pathway Continuation

• Authentic Response v. Selected Response• Engaging Interactivity• Higher Order Thinking and Cognitive Complexity• Hints and Explanations – In-Task Feedback• Item Exclusivity

• Automatic Generation of Individualized Learning Pathways• Students will painlessly move between programs

• Poor performance will extend the Learning Pathway• Performance items will become Practice items• Not an endless loop

Pathway Learning Objects• Text Highlight

Students are asked to respond to a task by locating and identifying textual elements (words, sentences, paragraphs).

• Association (Drag-and-Drop)Students are asked to make associations between words, ideas, or syntactic or grammatical elements.

• Scored Short Answer Students are asked to type a word or phrase to respond to the task.

Pathway Learning Objects• Formula

Students are asked to respond to a task in mathematical language, including fractions, exponents, and square roots.

• Cloze Fill-in-the-BlankStudents are asked to fill in one or more blanks within the context of an expression, equation, sentence, or paragraph.

• Cloze Multiple ChoiceStudents are asked to make selections from lists of options in context to demonstrate comprehension-related skills and show logical connections between ideas.

Additional Content Elements• Hints (the “how”)

Provide students with information, direction, and/or guidance during the task (practice tasks only). Hints may contain text and/or media elements.

• Explanations (the “why”)Provide analysis and reasoning related to why responses are correct or incorrect, including rule-based explanations (practice tasks only). Explanations may contain text and/or media elements.

• Test ToolsStudents will have access to a four-function calculator.

1. P.E.R.T. Diagnostic (Pre-test)a. By Competency

Measurement Points

2. Learning Pathwaysa. Individual practice objectsb. Individual performance objects

3. P.E.R.T. Diagnostic (Post-test) a. By Overall scoreb. With certain characteristics

Program Workflow Summary

PERT Placement MDELCC13Whole Number Operations




Instructional ResourceFraction Operations






1 2 3 4

Performance within the defined scaled score range activates delivery of the P.E.R.T. Lower Level Diagnostic

Performance below the competency-specific cut activates delivery of a competency-specific Learning Pathway

Performance above the Learning Pathway cut ends the instructional sequence

Overall performance determines final placement decision (for example: MAT0018 or MAT0028)

P.E.R.T. Placement

P.E.R.T. Lower Diagnostic (Pre)

Learning Pathways

P.E.R.T. Lower Diagnostic (Post)

Program Workflow Diagram

Below Low CutAbove Low Cut

butBelow High Cut

Above High Cut

PERTDiagnostic

(Upper Level)

PERTDiagnostic

(Lower Level)Pre-test

Placement into College Level

Course

Above Competency-Specific Cut

Below Competency-Specific Cut

Learning Pathway

Above Learning Pathway Goal

Below Learning Pathway Goal

PERTDiagnostic

(Lower Level)Post-test

Below Cut

Above Cut

Placement into Upper Dev Course

(MAT0028)

Placement into Lower Dev Course

(MAT0018)

PERT Placement

Documents

P.E.R.T. Diagnostic Learning Pathways Math, Reading, Writing