1. KeyMath-3 is a norm-referenced instrument that assesses skill and understanding.  It is administered individually and available for K-12.  The 10 subtests link test items to skill domains and instructional objectives.  It's divided into three major areas: Basic Concepts, Operations, and Applications.  

Note: I find that separating problem solving from other skills such as operations and basic concepts helpful in identifying the overlapping strengths and weaknesses with other skills, such as reading.

2. Stanford Diagnostic Mathematics Test 4th Edition (SDMT) is a norm-referenced instrument designed for group administration, but can also be individually administered.  It is designed to determine areas of instructional need and identification of strengths and weaknesses in mathematical skill development for Grades 1.5 - 12.5.  It includes multiple choice items and free-response items that can help teachers analyze how students are approaching solving the problems.

3.  Test of Mathematical Abilities 3rd Edition is a norm-referenced instrument that can be group or individually administered. It is designed for ages 8-0 through 18-11 and evaluates attitudes towards mathematics, as well as identifies strengths and weaknesses in math skill development.  In order to complete this test, students need to have both reading and writing skills.

1. Error Analysis is a technique that assesses errors in student work, whether they are systematic errors such as incorrect number fact, operation, or algorithm, vs. random/careless errors. In order to do this, teachers first gather student work.  This could be from formal tests or classroom work.  After scoring, the student’s errors are categorized by type.  

2. Clinical Math Interviews is a technique that focuses on process analysis.  The interviewer focuses on several informal techniques and takes notes on behaviors that elucidate cognitive strategies and processes.  The interview can study computation, as well as problem solving strategies.  

3. Portfolio Assessment is a technique that curates five to seven pieces of the students’ “best work.”  Mathematics portfolios can contain standardized tests, informal assessments, self-assessments, and student surveys and questionnaires.  

Note: I find this to be most interesting in assessing the students, so that we are able to take a longitudinal approach to their development and the development of mathematical skills.

-       Error and Miscue Analysis – studying of the types of mistakes that students make

-       Questionnaires and Interviews – gathering information about the student’s views on their own skills in reading and comprehension.

-       Informal Reading Inventory (8^th ed.) (IRI) – Assesses decoding and comprehension to assess if a student reads on grade level. 

 

Formal Techniques:

-       Gray Oral Readings Test – 5 (GORT-5) – Norm referenced test that measures oral reading, accuracy, fluency, and comprehension. 

-       Comprehension Test of Phonological Processing 2 (CTOPP-2) – Test measuring phonological awareness, rapid symbol naming, and phonological memory.  

-       Test of Reading Comprehension – Test that measures comprehension skills, knowledge of word meanings and silent reading.  

Key Math-3 is a standardized test that is norm referenced test with two forms. Each test has 10 subtests which are organized into three areas: basic concepts, operations, and applications. 

The Monitoring Basic Skills Progress (MBSP) is also a standardized test that measures basic reading and math skills. It is a timed test which is best taken twice a week to build a profile showing if skills are being mastered or not.

The Test of Mathematical Abilities 3^rd Edition (TOMA-3) is a norm-referenced standardized test that has 5 subtests: mathematical symbols and concepts, computation, mathematics in everyday life, and story problems, as well as a supplemental subtest on attitude toward math. 

Portfolios can be made by students, allowing them to select several pieces of mathematical work that they believe represents their abilities. These portfolios could also contain test results or student thoughts on math.

Questionnaires or student interviews can be used to collect information about how a student views math, their own math skills, and how the subject is useful to real world applications. In these interviews the interviewer could also collect data about how a student goes about solving math problems.

Error analysis can be used by instructors to determine where student math errors are arising. Instructors look through student work and document what problems the student is getting wrong, and why, as well as determining if these are continual issues or one-time occurrences. 

 

1. There are three core skills areas in school performance that are assessed: Reading, math, and written and oral language.   When the general achievement tests such as Woodcock Johnson IV Test of Achievement (WJ IV) is done, the test results of WJ IV may suggest these tests in specific areas.

 

2. I have introduced different reading tests, such as WRMT-3, GORT-5, TOPA-2+, CTOPP-2, IRI, checkkist, error analysis, miscue analysis. 

 

3. I am introduced math tests, such as Key Math 3, Monitoring Basic skills Progress, other informal tests such as, checklists, error analysis, miscue analysis.

 

4. I also learn about the assessments of written and oral language, such as test for spelling, assessing handwriting, composition, and many other informal techniques. 

 

5. The most important experience I have learnt from professor that she provides me many information and current practice which she uses in her current job.