TESTS: Mathematics

 

Below are products utilized in testing and monitoring
Mathematics.
We also sell individual components for most tests.
Please contact our office for a complete listing of items and prices.
Please note: prices are subject to change without notice,
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Products listed in our Catalog under "Mathematics":

Comprehensive Mathematical Abilities Test (CMAT)
Diagnostic Screening Tests: Math (DSTM) - Third Edition
Slosson Diagnostic Math Screener (S-DMS)
Test of Early Mathematics Ability - Third Edition [TEMA-3] 
Test of Mathematical Abilities - Second Edition [TOMA-2] 
Test of Mathematical Abilities for Gifted Students - Primary and Intermediate [TOMAGS]

Comprehensive Mathematical Abilities Test (CMAT)
Wayne P. Hresko, Paul L. Schlieve, Shelley R. Herron, Colleen Swain, Rita J. Sherbenou

Age: 7-0 to 18-11
Testing time: 30 minutes to 2 hours
Administration: Individual

Based on actual materials used to teach math in schools and on state and local curriculum guides, the CMAT represents a major advance in the accurate assessment of the mathematics taught in today's schools. All items reflect real world problems using up-to-date, current information and scenarios. Use as few as 2 subtests or as many as 12 depending on your purpose for testing.

CMAT Subtests

The CMAT has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and Charts. Tabls, and Graphs) and six Supplemental Subtests (Algebra; Geometry; Rational Numbers; Time; Money; and Measurement). For most testing purposes, you will only want to give the core subtests, which can be administered in about 40 minutes. The Supplemental Subtests are used in those relatively few instances where information about higher-level mathematics ability is needed.

CMAT Composites

The CMAT has both Core and Supplemental Composites.

Core Composites

Supplemental Composites

Statistical Characteristics of the CMAT
Finally, examiners have a psychometrically sound, content oriented, clear alternative to existing tests of mathematical abilities. All subtests and composites are based on familiar metrics. The subtests have a mean of 10 and a standard deviation of 3; composites have a mean of 100 and a standard deviation of 15. This provides for extreme ease of use and comparability with other tests. Both age-based norms (age 7 through 18) and fall and spring grade-based norms (grade 3 through 12) are provided, giving the examiner flexibility in meeting state and local education agency guidelines. Reliability was determined using standard methods for estimating the internal consistency of the subtests and composites. Reliability estimates are uniformly high, with all composites and most subtest reliability values exceeding or rounding to .90. Coefficients for time sampling and interscorer reliability are also presented.

The CMAT manual provides clear evidence for validity. Strong evidence of content-description validity, criterion-prediction validity, and construct-identification validity is provided, including correlational research with individual and group mathematics tests, intelligence tests, and measures of academic ability.

National Standardization and Sample Bias

The CMAT was normed on a national sample of over 1600 students whose demographic characteristics match those of the United States according to the 2000 census report. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location, community size, and socioeconomic status (as indicated by educational attainment and family income).

Potential item bias was studied using crucial DIF (differential item functioning) and found to be insignificant. Not only was bias studied at the test level, but individual item bias was examined by comparing item difficulty across demographic subgroups and by determining item curve characteristics, considered to be one of the most direct and sensitive methods for detecting biased items.

Other Features

For in-depth statistical charachteristics, author biographies, and more information, please visit www.cmat.info.

COMPLETE CMAT KIT INCLUDES: Examiner's Manual, Picture Book, 25 Profile/Examiner Record Booklet, 25 Student Response Booklet I and 25 Student Response Booklet II, all in a sturdy storage box. (B6800) $514
Individual Components:

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Diagnostic Screening Tests: Math (DSTM) - Third Edition
Thomas D. Gnagey

Age: 1-10
Administration: 5-20 minutes
Scoring time – 2 minutes
Individual or group

Each item in this test taps a separate math concept with items divided into two testing divisions. The first is the Basic Processes Section, composed of 36 items arranged developmentally within four major areas: Addition (Grades 1-5), Subtraction (Grades 1-6), Multiplication (Grades 3-8), and Division (Grades 3-9). Each area yields a separate Grade Equivalent Score and Consolidation Index Score. Nine supplemental areas are also scored in this basic section: Process, Sequencing, Simple Computation, Complex Computation, Special Manipulations, Use of Zero, Decimals, Simple Fractions, and Manipulation in Fractions. These scores yield diagnostically useful indicators for further investigation.

The Specialized Section utilizes 37 to 45 items to evaluate the student’s conceptual and computational skills in five areas commonly taught in most math programs: Money (Grades 2-5), Time (Grades 1-8), Percent (Grades 4-9), U.S. Measurement (Grades 4-10), and Metric Measurement (Grades 4-10). The Consolidated Index Score estimates how thoroughly each concept area has been mastered up to the related Grade Equivalent obtained on that section of the subtests. The DSTM pinpoints skills and deficits in 72 individual math processes. Each concept is easily keyed to existing texts and workbooks.

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Slosson Diagnostic Math Screener (S-DMS)
Bradley T. Erford, Rita R. Boykin

Age: 6 – 13 Grade: 1 – 8
Administration: 30 – 50 minutes
Individual or group
 
The S-DMS combines the power of a diagnostic assessment with the quickness and convenience of a screener. Conceptual development, problem solving, and computation skills are assessed in five grade ranges: 1-2, 3, 4-5.4, 5.5-6, and 7-8. The administrator very quickly attains an overall view for an entire class when group scored by a professional or paraprofessional. (In addition, the administrator is allowed to observe the procedures each student actually utilized in reaching their solution.)

The S-DMS yields standard scores and both grade and age norms and scores. Normed on 1,699 children, internal consistency and test-retest reliabilities of the total scales were in the mid .90s. Convergent validity with other commonly used math diagnostic tests and screeners was excellent at all grade levels.

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Test of Early Mathematics Ability - Third Edition [TEMA-3] 
Herbert P. Ginsburg and Arthur J. Baroody

Ages: 3-0 through 8-11
Testing Time: 40 minutes
Administration: Individual

The TEMA­3 measures the mathematics performance of children between the ages of 3-0 and 8-11 and is also useful with older children who have learning problems in mathematics. It can be used as a norm-referenced measure or as a diagnostic instrument to determine specific strengths and weaknesses. Thus, the test can be used to measure progress, evaluate programs, screen for readiness, discover the bases for poor school performance in mathematics, identify gifted students, and guide instruction and remediation. The test measures informal and formal (school-taught) concepts and skills in the following domains: numbering skills, number-comparison facility, numeral literacy, mastery of number facts, calculation skills, and understanding of concepts. It has two parallel forms, each containing 72 items.

The all new standardization sample is composed of 1,219 children. The characteristics of the sample approximate those in the 2001 U.S. Census. Test results are reported as standard scores, percentile ranks, and age and grade equivalents. Internal consistency reliabilities are all above .92; immediate and delayed alternative form reliabilities are in the .80s and .90s. In addition, many validity studies are described.

Also provided is a book of remedial techniques (Assessment Probes and Instructional Activities) for improving skills in the areas assessed by the test. Numerous teaching tasks for skills covered by each TEMA­3 item are included. After giving the test, the examiner decides which items need additional assessment information and uses the book to help the student improve his or her mathematical skills.

Several important improvements were made in the TEMA­3. First, a linear equating procedure is used to adjust scores on the two test forms to allow the examiner to use scores on Form A and B interchangeably. Second, bias studies are now included that show the absence of bias based on gender and ethnicity. Finally, the pictures of animals and money in the Picture Book are now in color to make them more appealing and more realistic in appearance.

You can use the TEMA­3 in a variety of settings, such as preschools, elementary schools, and clinics. The two forms of the test allow you to study a child's mathematics progress over time.

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Test of Mathematical Abilities - Second Edition [TOMA-2] 
Virginia L. Brown, Mary E. Cronin, and Elizabeth McEntire

Ages: 8-0 Through 18-11 (Grades 3 Through 12)

The TOMA-2 measures math performance on the two traditional major skill areas in math (i.e. story problems and computation) as well as attitude, vocabulary, and general application of mathematics concepts in real life. This norm-referenced test can be used to monitor progress, evaluate programs, and do research. The TOMA-2 has five subtests, four in the core battery (Vocabulary, Computation, General Information, and Story Problems) and one supplemental subtest (Attitude Toward Math).

The standardization sample comprises 2,147 students representing 26 states. Results may be reported as standard scores, percentiles, and grade or age equivalents. Reliability coefficients for the subtests are above .80, and those for the quotient mostly exceed .90.

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Test of Mathematical Abilities for Gifted Students - Primary and Intermediate [TOMAGS]
Gail, R. Ryser & Susan K. Johnsen

Grades: K – 3 (Primary), 4 – 6 (Intermediate)
   
The TOMAGS measures students’ ability to use mathematical reasoning and mathematical problem-solving. It is a standardized, norm-referenced test useful in identifying children who are gifted in mathematics.
   
The TOMAGS has reliability coefficients above .80 at all 1-year age intervals. The test provides one composite score and can be interpreted using two sets of national norms; one sample consisting of children who are identified as gifted in mathematics and one sample consisting of “normal” children. Thus the TOMAGS can be used for a variety of purposes: 1) to identify students who excel exceptionally in mathematical abilities, 2) to measure the degree of mathematical abilities among gifted students, and 3) to evaluate gifted educational programs.

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