# Math Assessments:

Assess & Address Essential Math Concepts

Support targeted, effective math instruction and interventions that span basic facts to multi-step computation and higher-order applied mathematics using actionable data from our suite of math assessments.

FastBridge math assessments combine research-based Computer Adaptive Tests (CAT) for universal screening and highly sensitive Curriculum-Based Measures (CBM) for progress monitoring to quickly deliver accurate, actionable data. User-friendly reports help educators target the right math skills with the right instruction and move students toward math proficiency, faster.

###### earlyMath

Assesses early numeracy skills through early math assessment subtests that measure accuracy and automaticity.

Universal Screening & Progress Monitoring

**Grades PreK-1**

###### aMath

Measures broad math abilities and predicts overall math achievement in counting and cardinality; operations and algebraic thinking; number and operations in Base Ten; number and operations with fractions; measurement and data; and geometry.

Universal Screening

**Grades K-12**

###### CBMmath Automaticity

Measures a student’s fluency with arithmetic facts, including addition, subtraction, multiplication, and division.

Universal Screening & Progress Monitoring

**Grades 1-12**

###### CBMmath Process

Measures a student’s applied math skills using a General Outcome Measure and single- and multi-skill sub-tests for each level of the elementary school math assessment.

Universal Screening & Progress Monitoring

**Grades 2-6**

###### CBMmath Concepts & Applications

Evaluates students’ skills for solving complex and multi-step math problems. It measures math concepts and applications, and includes items that cover skills from computation fact fluency to multi-step algebra problems.

Universal Screening & Progress Monitoring

**Grades ****K-8**

### The Researchers

Dr. Ted Christ & Colleagues

*FastBridge Math Suite*

Co-Founder of FastBridge,

Professor of School Psychology,

University of Minnesota

Dr. Zoheb Borbora

*aMath*

Co-Founder of FastBridge

Dr. Allyson Kiss

*Contributed research and development to earlyMath*

School Psychologist,

Anchorage, Alaska School District

Dr. Gena Nelson

*earlyMath*

Assistant Professor of Special Education,

Boise State University

###### Learn how FastBridge helps students become proficient at math.

FastBridge offers teacher-led math interventions to help move struggling students closer to grade-level goals. Our scripted, class-wide and small-group lesson plans make it easier for educators to teach core numeracy skills by aligning directly to our diagnostic rmath assessments. Each skills-based intervention is backed by the research of Dr. Ted Christ and his colleagues at the University of Minnesota.

#### Number Sense

Proficiency includes the ability to recognize numerals and the quantities they represent and use the properties of smaller and bigger quantities.

#### Whole Number Operations

Proficiency includes the ability to accurately add, subtract, multiply, and divide automatically and fluently.

#### Algebra

Proficiency includes automaticity and fluency with using variables and formulas, evaluating and simplifying expressions, solving equations, and using algebra skills to address everyday problems.

#### Data Analysis, Statistics, Probability

Proficiency involves knowledge and use of measures of central tendency,

properties of distributions, data analysis, statistics, and probability skills to address everyday problems.

#### Measurement

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.

#### Rational Numbers

Proficiency includes any number that can be made from two integers. Proficiency includes automaticity and fluency using fractions, mixed numbers, ratios and decimals.

#### Geometry

Proficiency includes automaticity and fluency with calculating and using relationships among points, lines, surfaces, solids, and higher dimensional analogs.

#### General Math

Proficiency includes the ability for students to understand, recognize, and solve real-world problems at their instructional level

Read the Whitepaper

Data from over one million FastBridge screening administrations going back to fall 2016 revealed substantial math losses as a result of COVID-19 disruptions. Review our findings and recommendations for achieving catch-up growth through appropriate math assessments and interventions.

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. Importantly, formative assessment of math skills provides essential data about mathematics proficiency over time. Formative math assessments include both universal screening and progress monitoring.

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.

FastBridge offers a combination of both Computer Adaptive Tests (CATs) and Curriculum-Based Measures (CBMs). The FastBridge CAT for math, aMath, is a broad assessment of general mathematics proficiency. The FastBridge CBMs are narrow measures of specific skills. Combining the FastBridge CAT and CBM math assessments allows teachers to know which students are not on-track to meet math goals and why. It is the FastBridge combination of general and specific skills, as well as guidance about the best math interventions, that makes it truly unique.