aMath
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. Items for grades 9 through 12 are in Lab Status.
The FastBridge adaptive assessments for math and reading reduce testing time by up to 50-95% when compared with traditional screeners. Our extensive research has enabled the aMath test of 30 to 60 items to replace a traditional test of about 100 items with equal or greater accuracy and actionable results.
Items assess a variety of skills including:
- Counting and Cardinality
- Operations and Algebraic Thinking
- Number and Operations in Base 10
- Number and Operations
- Measurement and Data
- Geometry
Items are based on the recommendations of the National Math Panel (2008) and National Common Core Standards (CCSS; 2010).
The type of questions and response format is substantially similar to many state-wide assessments (i.e., multiple-choice, fill in the blank). There are both auditory and visual stimuli presented for each question.
Screening
aMath is used to screen all students and estimate annual growth with tri-annual assessments (fall, winter, spring). Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at-risk for academic failure versus those who are on track to be successful. With these data, educators are able to provide targeted interventions to students in need and also inform instructional decisions for students who are on track and high-performing.
Progress Monitoring
aMath is not intended for progress monitoring.
Administration
aMath is administered and scored with browser-based software. It may be administered individually or by group. Students are set up with earphones and a laptop, desktop, or mobile tablet device. Administration and scoring are fully automated.
What Is Lab Status?
In order to reduce the typical 10- to 30-year gap between university research and classroom results, FastBridge releases developing assessments in “Lab Status.” This phase allows educators to preview new tools and provide feedback on functionality. It also allows FastBridge researchers to confirm the psychometric properties of new measures when used in everyday classroom settings. This results in more accurate benchmarks and norms once the measure moves out of Lab Status.
