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FastBridge’s valid and reliable math assessments help educators deliver effective math instruction and interventions, spanning basic facts to multi-step computation and higher-order applied mathematics.
FastBridge’s math assessments provide educators with actionable data to adjust core math instruction to meet classwide needs and identify students who need additional math intervention in order to succeed.
FastBridge combines computer-adaptive tests (CAT) and curriculum-based measures (CBM) for screening and progress monitoring, so educators get deep visibility into the math skill strengths and needs of their learners.
After a brief and accurate screening, teachers know where to focus whole group math instruction, the specific math skills causing students to struggle, and the right math intervention to support each learner.
Valid and reliable progress monitoring helps measure whether math interventions are effective for learners and whether to continue, adjust, or fade supports.
COMBINE CAT AND CBM MATH ASSESSMENT DATA
FastBridge’s unique FASTtrack screening process provides teachers with easy access to the recommended math screening assessments for each grade level, so there’s no confusion about which assessments to administer. Assessments are pre-selected based on their capacity to predict student math performance and indicate what type of math instruction is needed.
Universal Screening and Progress Monitoring | Grades K–1 | Grade Pre-K in Lab Status* | Teacher-Administered | Curriculum-Based Measure | Time Required: 1–4 min | Included in FASTtrack Math
earlyMath is a suite of brief CBM assessments that measure essential numeracy skills in the domains of number, relations, and operations. Although the subtests target K and 1, they can be used as a valid screener in Pre-K programs and to support instructional planning and progress monitoring for students at-risk above Grade 1.
The earlyMath assessment suite includes 16 CBM assessments covering 13 concepts. Based on research, FastBridge recommends three subtests that vary across K and grade 1 for screening. Remaining assessments may be used to further evaluate skill deficits. Results help identify student risk while informing instruction.
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*The assessment has been researched and verified in controlled studies and is now available to districts for a limited, trial use to gather feedback.
Universal Screening | Grades K–12 | Computer-Based | Computer-Adaptive Test | Time Required: 20–30 min | Included in FASTtrack Math
aMath is a computer-administered adaptive screener that measures broad mathematics skills, identifies students in need of additional instruction, and predicts performance on state accountability measures. The FastBridge adaptive assessments produce a highly accurate indicator of overall performance with as few as 25 items, reduceing testing time up to 50% compared to traditional fixed form assessments.
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Universal Screening and Progress Monitoring | Grades 1–12 | Computer-Administered | Curriculum-Based Measure | Time Required: 4 min | Included in FASTtrack Math
CBMmath Automaticity is a suite of three leveled assessments that measure a student’s fluency with arithmetic computation with one and two-digit numbers.
Although the content reflects the math skills typically taught in grades 1 through 3, this assessment can be used with students in any grade who need to master math facts for arithmetic.
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Universal Screening and Progress Monitoring | Grades 2–6 | Teacher-Administered | Curriculum-Based Measure | Time Required: 10–15 min
CBMmath Process is a suite of five grade-leveled multi-skill assessments that evaluate the written procedures a student uses to complete multi-step computational problems. Although the content reflects the math skills typically taught in grades 2 through 6, these assessments can be used with students in any grade who need to master arithmetic problem types. A series of single skill measures are also available at each level.
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Universal Screening and Progress Monitoring | Grades K–8 | Computer-Administered | Curriculum-Based Measure | Time Required: 15–30 min
CBMmath CAP are computer-delivered, grade-leveled assessments that evaluate math concepts and applied problem-solving skills. At each grade K–8, CBMmath CAP provides 21 parallel forms targeting the skills that typically develop in that grade.
All items were developed to align to national math standards and each form covers three or more of the following domains:
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FastBridge provides insights into the specific math skills that cause students to struggle. As a result, teachers can easily and efficiently help struggling students catch up and ensure all students master the math skills needed to succeed.
Proficiency includes the ability to recognize numerals and the quantities they represent, and to use the properties of smaller and bigger quantities.
Proficiency includes the ability to accurately add, subtract, multiply, and divide automatically and fluently.
Proficiency includes automaticity and fluency with using variables and formulas, evaluating and simplifying expressions, solving equations, and using algebra skills to address everyday problems.
Proficiency involves knowledge and use of measures of central tendency, properties of distributions, data analysis, statistics, and probability skills to address everyday problems.
Proficiency includes the ability to determine the size, length, or amount of something. Also includes automaticity and fluency using a variety of tools to calculate values for time, money, area, and volume.
Proficiency includes any number that can be made from two integers. Proficiency includes automaticity and fluency using fractions, mixed numbers, ratios, and decimals.
Proficiency includes automaticity and fluency with calculating and using relationships among points, lines, surfaces, solids, and higher dimensional analogs.
Proficiency includes the ability for students to understand, recognize, and solve real-world problems at their instructional level.
UNDERSTANDING MATH ASSESSMENTS
Math assessment refers to steps taken to identify a student’s current mathematics skills. There are many different types of math assessments, ranging from teacher-made classroom tests to standardized and norm-referenced assessments. Math assessments help teachers know what skills students need to learn in order to develop overall mathematics proficiency.
We assess in mathematics because teachers need to know a student’s current (or baseline) skills in order to plan instruction. Both group-based and individual math assessments are important. Through universal screening of all students’ math skills, teachers can learn what skills students do or do not have and group them for appropriate instruction. Math assessment provides essential data about mathematics proficiency over time.
The best way to assess a student’s current math skills is to conduct universal screening three times a year (e.g., fall, winter, spring) for the purpose of identifying students who may benefit from additional instructional support. The earlier a math difficulty is identified, the easier and more effective it is to provide intervention.
After identifying students who are not on track to meet math benchmark goals, the screening data can be compared with other sources of information to plan instruction. As needed, additional screeners can be used to provide more specific information about student math skills, or to get starting scores for progress monitoring. Importantly, math skills are more discreet than reading skills and need to be taught in a specific order so that students gain cumulative proficiency.
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SCREENING AND PROGRESS MONITORING FOR ACADEMICS AND SOCIAL-EMOTIONAL BEHAVIOR (SEB)