Academic Quarterly
The Marvelous Mathematician sat down with Dr. Ben Clarke, Associate Professor at the University of Oregon, for a conversation about elementary math assessments. Dr. Clarke shares the importance of assessment at different grade levels, look-fors when selecting math assessments, and what actions to take when assessment data reveals gaps in learning.
In this 40-minute conversation, Dr. Ben Clarke shares expert advice on selecting and using math assessments in both early and upper elementary grades within a Multi-Tiered System of Support (MTSS) framework. Download the overview of math assessments and recommendations for universal screening, progress monitoring, and diagnostic assessments for elementary grades provided by Dr. Clarke.
Dr. Ben Clarke is an Associate Professor in the School Psychology Program and the Director of the Center on Teaching and Learning at the University of Oregon. His research is broadly focused on the development of student’s mathematical thinking and how school systems can support the mathematical learning needs of all students. Dr. Clarke has served as principal investigator or co-principal investigator on 22 federal grants (approximately $65 million in funding) from the Institute of Education Sciences, Office of Special Education Programs, and the National Science Foundation to develop and test the efficacy of mathematics intervention programs spanning the K–6 grade spectrum in both traditional and technology-based formats. In addition, he has designed and validated screening and progress monitoring assessments in the area of early mathematics and number sense.
Dr. Clarke has published 50-plus articles and 10 book chapters in the area of mathematics instruction and assessment and developing multi-tiered instructional models, including the IES practice guide “Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools.” Dr. Clarke was a practicing school psychologist for three years where he led district efforts to implement RTI and multi-tier instructional models.
