Math Tests for Students

¶ … power-point presentation. Other tests, related to the assigned chapters may be approved, but require permission from course professor at least 24 hours before the due date. Tests not listed in the textbook or associated power-point presentation that are used without prior permission will result in a zero, with no opportunity for resubmission. Earlier editions for tests listed in your textbook may be used without permission if the current test has not yet been reviewed in the MMY.

Required: Look up a test in Mental Measurements Yearbook and Tests in Print Database (MMY) related to each of the following textbook chapters: Test Review 1 (ch. 16, Cognitive assessment); Test Review 2 (ch. 9, Behavioral assessment); Test Review 3 (chs. 10-11, General Achievement or Reading assessment) Test Review 4 (chs. 12-13, Oral or Written Language assessment), Test Review 5 (ch. 14, Math assessment).

Use this template to complete each section, moving up and down through the template with the arrow key without hitting "enter." Do not change the font, font size, or add bold or italics to your answers. You must use only the information from the most recent edition of the test selected that has a full review completed in the MMY. No other sources may be used for this assignment.

Your name:

Name of instrument: KeyMath-3 Diagnostic Assessment

Author(s) of instrument: Connolly, Austin J.

Date of current publication: 2007.

Publisher: Pearson

Base all answers on information provided in MMY (available through Liberty University Online's Library Research Portal -- see instructions for accessing in the Additional Information folder). Insert "not found in MMY" if the information requested is not listed.

1. List the subtests (e.g. learning areas): Basic Concepts (Numeration, Algebra, Geometry, Measurement, Data Analysis and Probability), Operations (Mental Computation and Estimation, Addition and Subtraction, Multiplication and Division), Applications (Foundations of Problem Solving, Applied Problem Solving).

2. Describe the age range: 4-21

3. State the purpose of the instrument: It is designed to assess understanding and applications of mathematics concepts and skills.

4. Describe the examiner qualifications: Examiners merely need to be able to read and understand instructions for administering the examination and scoring it.

5. List the types of scores (such as standard scores, percentile rank, etc.) that are available: including raw score, scale score, standard score, confidence-interval value, confidence interval, grade/age equivalent, and percentile rank

6. List the instrument's technical data regarding validity, reliability and standardization / normative process:

Standardization was determined by testing approximately 100 students per grade level while accounting for differences in ethnicity, geography, level of education of mothers, and special education distribution across America.

For reliability, internal consistency was found via the split-half method; reliability coefficients were stratified by ages and ranges from .86 to .99

Content validity was established via NCTM standards and the feedback of approximately 400 educators and consultants. Construct validity was analyzed by indicating that raw scores grow quickly for younger students but level out for high school students.

7. State the approximate administration time: 40 minutes for those under third grade; 90 minutes for those in third grade and higher.

8. Explain this instrument's adaptation or uses for students with special needs (such as limited English proficiency or disabilities): Not found in MMY.

9. Describe the strengths of the instrument: The strengths of this instrument are its wide applicability. It is useful for the youngest students on through those in high school -- as well as some younger students in college. Additionally, its strength is that it is relatively easy to administer and the instructions for doing so are fairly lucid. Moreover, this assessment is based on the National Counselor of Teachers of Mathematics standards and principles, which provide a firm foundation for assessing the mathematic abilities of students.

10. State any weaknesses of the instrument: The principle weakness of this assessment is that it is fairly time consuming. Thus, this aspect of the instrument limits its usefulness. It is not as useful as a general means of measuring the proficiency of particular students as it is effective for determining principle points of strengths and weaknesses in students who are demonstrating difficulty in some area of math. Also, it greatly appears as though the test is more effective for younger students than it is for older ones, particularly those in either high school or college.

11. Additional comments, information, and observations: There is also software that pedagogues could utilize to assist them with the different scoring mechanisms of this instrument.

12. References (provide APA formatted reference based on test review found in the MMY)

Here is a sample of a correct APA reference for a pretend test review in the MMY

Smith. J. & Jones, A. (20xx). Review of the Something Achievement Test. Mental Measurements Yearbook and Tests in Print. Yearbook: #.

Graham, T., Lane, S. (2007). Review of the KeyMath-3 Diagnostic Assessment. Mental Measurements Yearbook and Tests in Print. Yearbook: 18.

Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students that it is designed for? State why you believe that this test would or would not be useful in assessing this population.