logo
instagramtwitterfacebook

Elevate My Math

Elevate My Math is a highly customizable Assessment for Learning platform used to prepare students for their math courses or for their college math placement test. It can also be customized and used as aplacement resource. Elevate My Math diagnoses students’ strengths and areas of improvement in math skills that are pre-requisites for various post-secondary courses. Upon completing the diagnostic

assessment, students upgrade their skills using highly interactive mastery-based modules that provide them with feedback throughout the learning experience. Students complete a summative assessment and download a certificate of achievement that they submit to their professor. To view the information brochure, click here.

Elevate My Math
Elevate My Math

Elevate My Math has a customizable framework to suit the required math course. The framework forms the foundation for both the assessment items and the remedial modules. It comprises of two equally important dimensions:

Content Topics and Sub-topics

To ensure that the Assessment for Learning program is custom tailored for the specific requirement of the math course, mathematical topics and sub-topics are identified to form the content dimension of the assessment framework. The framework can be expanded or adapted to suit the needs of a particular college or program to include modules which focus specifically on concepts for business, technology, or programs such as health, and the skilled trades, including topics such as geometry and trigonometry.

Performance Expectation

The assessment items and remedial modules correspond to the broader goals of mathematics teaching and learning: (A) Knowing (B) Applying(C) Reasoning.

The framework is reviewed and finalized by professors of the math course for which the assessment framework is being designed. Test Design

The assessment items are drawn from pools of items to form individual diagnostic and summative tests. The design ensures that the tests are:

  • unique for every test taker;

  • equally representative of both content and performance expectation dimensions of the assessment framework;

  • long enough (i.e. a sufficient number of test items) to enable reliable estimates of test takers’ abilities but short enough to complete in a reasonable length of time.