Early Grade Mathematics Assessment Grade 1 (ORAL...

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Early Grade Mathematics Assessment Grade 1 (ORAL TEST Teachers’ Copy) Task 1: Oral Counting MATERIALS: Stopwatch STOP RULE: Stop the child if child makes an error while counting or at the end of a minute. SCORING: Record the last spoken correct number and the time on the stopwatch. DIRECTIONS: Start the stopwatch to count down from 60 seconds when the child begins to count. Stop the stopwatch and the child as soon as the child makes an error or at the end of a minute. Record the time and the last number the child says correctly, below. Say: I want you to count for me, I am going to use this stopwatch. I will tell you when to begin and when to stop. Count for me from one to as high as you can count. Are you ready? Okay begin, one... INTERVIEWER: If the child does not start counting, say: Watch me count. One, two, three,..., ten. Okay, just like me, I want you to count as high as you can. Okay begin, one... Task 2: One-to-one Correspondence MATERIALS: Sheet "A" (one copy provided for the teacher) and Stopwatch STOP RULE: Stop the child if s/he double counts a circle, incorrectly counts a circle, or if time on the stopwatch (60 seconds) runs out. SCORING: Record (1) the last spoken correct number, and (2) time left on stopwatch. DIRECTIONS: Place the sheet "A" with 20 circles. Start the stopwatch at 60 seconds as soon as the child starts counting. SWEEP YOUR HAND FROM LEFT TO RIGHT OVER THE CIRCLES AND SAY. Here are some more circles. I want you to point and count these circles for me. This time, I am going to use this stopwatch and will tell when to begin and when to stop. POINT TO FIRST CIRCLE AND SAY: Start here and count the circles. Task 3: Number Naming Fluency MATERIALS: Sheet "B" (one copy provided for the teacher) and Stopwatch STOP RULE: Stop the child if s/he makes 4 errors one right after the other or if time on the stopwatch (60 seconds) runs out. SCORING: For each non-response or incorrect number word, place "/" through the number. DIRECTIONS: Place sheet "B" with the grid of numbers in front of the child. Start stopwatch for 60 seconds as soon as the child starts responding. POINT TO FIRST NUMBERS AND SAY: Start here.

Transcript of Early Grade Mathematics Assessment Grade 1 (ORAL...

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Early Grade Mathematics Assessment

Grade 1

(ORAL TEST – Teachers’ Copy)

Task 1: Oral Counting MATERIALS: Stopwatch STOP RULE: Stop the child if child makes an error while counting or at the end of a minute. SCORING: Record the last spoken correct number and the time on the stopwatch. DIRECTIONS: Start the stopwatch to count down from 60 seconds when the child begins to

count. Stop the stopwatch and the child as soon as the child makes an error or at the end of a minute. Record the time and the last number the child says correctly, below. Say: I want you to count for me, I am going to use this stopwatch. I will tell you when to begin and when to stop. Count for me from one to as high as you can count. Are you ready? Okay begin, one... INTERVIEWER: If the child does not start counting, say: Watch me count. One, two, three,..., ten. Okay, just like me, I want you to count as high as you can. Okay begin, one... Task 2: One-to-one Correspondence MATERIALS: Sheet "A" (one copy provided for the teacher) and Stopwatch STOP RULE: Stop the child if s/he double counts a circle, incorrectly counts a circle, or if time

on the stopwatch (60 seconds) runs out. SCORING: Record (1) the last spoken correct number, and (2) time left on stopwatch. DIRECTIONS: Place the sheet "A" with 20 circles. Start the stopwatch at 60 seconds as soon as

the child starts counting. SWEEP YOUR HAND FROM LEFT TO RIGHT OVER THE CIRCLES AND SAY. Here are some more circles. I want you to point and count these circles for me. This time, I am going to use this stopwatch and will tell when to begin and when to stop. POINT TO FIRST CIRCLE AND SAY: Start here and count the circles. Task 3: Number Naming Fluency MATERIALS: Sheet "B" (one copy provided for the teacher) and Stopwatch STOP RULE: Stop the child if s/he makes 4 errors one right after the other or if time on the

stopwatch (60 seconds) runs out. SCORING: For each non-response or incorrect number word, place "/" through the number. DIRECTIONS: Place sheet "B" with the grid of numbers in front of the child. Start stopwatch for

60 seconds as soon as the child starts responding. POINT TO FIRST NUMBERS AND SAY: Start here.

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Task 2: One-to-one Correspondence

Sheet A: Count the circle from left to right

Task 3: Number Naming Fluency Sheet B: Name the number as the teacher points out the number.

3 10 12 30

15 11 25 18

17 9 21 16

2 35 7 14

27 19 31 24

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Scoring and Interpretations Scoring and Interpretation: (for Task 1)

49 - 60 Numerates/Independent

31 - 48 Instructional

0 - 30 Non-numerates

Scoring and Interpretation: (for Tasks 2 and 3)

17 - 20 Numerates/Independent

11 - 16 Instructional

0 - 10 Non-numerates

Scoring and Interpretation: (for Tasks 4, 5, 7)

Use the following range and interpretation of scores

9 - 10 Numerates/Independent

6 - 8 Instructional

0 - 5 Non-numerates

Scoring and Interpretation: (for Tasks 6)

5 Numerates/Independent (complete answer with label and computation)

4 Instructional (computation and correct answer without label)

0 - 3 Non-numerates (answer only)

Scoring and Interpretation: (for Over-all)

Use the result from task 1 to task 7: Numerates = 3, Instructional = 2, Non-numerates = 1.

Compute the MPS using the computed values then refer to the following.

(80 – 100)% Numerates

(50 – 79 .95)% Instructional

(0 – 49.95)% Non-numerates

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Early Grade Mathematics Assessment

Grades 2 and 3

(ORAL TEST – Teachers’Copy)

Task 1: Oral Counting MATERIALS: Stopwatch STOP RULE: Stop the child if child makes an error while counting or at the end of a minute. SCORING: Record the last spoken correct number and the time on the stopwatch. DIRECTIONS: Start the stopwatch to count down from 60 seconds when the child begins to count. Say. I want you to count for me, I am going to use this stopwatch. I will tell you when to begin and when to stop. Count for me from two to as high as you can count. Are ready? Okay begin, two... INTERVIEWER: If the child does not start counting, say: Watch me count. Two, four, six,..., ten. Okay, just like me, I want you to count as high as you can. Okay begin, two... Task 2: One-to-one Correspondence MATERIALS: Sheet "A" and Stopwatch STOP RULE: Stop the child if s/he commits 4 errors in identifying the position order of the

objects, or if the time on stopwatch (60 seconds) runs out. SCORING: Count the number of correct position order. Put a slash "/" for incorrect order

given by the child. DIRECTIONS: Place the sheet "A" with 20 pictures in front of the child. Start the stopwatch at

60 seconds as soon as the teachers start pointing one of the pictures. Task 3: Number Naming Fluency MATERIALS: Sheet "B" and Stopwatch STOP RULE: Stop the child if s/he makes 4 errors one right after the other or if time on the stopwatch (60 seconds) runs out. SCORING: For each non-response or incorrect number word, place "/" through the number. DIRECTIONS: Place sheet "B" with the grid of numbers in front of the child. Start stopwatch for 60 seconds as soon as the child starts responding. POINT TO FIRST NUMBERS AND SAY: Start here.

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Task 2: One-to-one Correspondence

Sheet A: Give the position order of the figure point out by the teacher.

Task 3: Number Naming Fluency Sheet B: Name the number as the teacher points out the number.

139 168 146 130

135 103 177 188

120 184 192 167

122 171 109 138

157 100 200 214

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Scoring and Interpretations Scoring and Interpretation: (for Task 1)

49 - 60 Numerates/Independent

31 - 48 Instructional

0 - 30 Non-numerates

Scoring and Interpretation: (for Task 3)

17 - 20 Numerates/Independent

11 - 16 Instructional

0 - 10 Non-numerates

Scoring and Interpretation: (for Tasks 2, 4, 5, 7)

Use the following range and interpretation of scores

9 - 10 Numerates/Independent

6 - 8 Instructional

0 - 5 Non-numerates

Scoring and Interpretation: (for Task 6)

5 Numerates/Independent (complete answer with label and computation)

4 Instructional (computation and correct answer without label)

0 - 3 Non-numerates (answer only)

Scoring and Interpretation: (for Over-all)

Use the result from task 1 to task 7: Numerates = 3, Instructional = 2, Non-numerates = 1.

Compute the MPS using the computed values then refer to the following.

(80 – 100)% Numerates

(50 – 79 .95)% Instructional

(0 – 49.95)% Non-numerates

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Early Grade Mathematics Assessment

Grades 4 and 5

(ORAL TEST – Teachers’Copy)

Task 1: Oral Counting MATERIALS: Stopwatch STOP RULE: Stop the child if child makes an error while counting or at the end of a minute. SCORING: Record the last spoken correct number and the time on the stopwatch. DIRECTIONS: Start the stopwatch to count down from 60 seconds when the child begins to count. Say. I want you to count for me, I am going to use this stopwatch. I will tell you when to begin and when to stop. Count for me from two to as high as you can count. Are ready? Okay begin,

6... INTERVIEWER: If the child does not start counting, say: Watch me count. Six, twelve, ...,

thirty. Okay, just like me, I want you to count as high as you can. Okay begin, six...

Task 2: One-to-one Correspondence MATERIALS: Sheet "A" and Stopwatch STOP RULE: Stop the child if s/he commits 4 errors in identifying the position order of

the objects, or if time on the stopwatch (60 seconds) runs out. SCORING: Count the number of correct position order. Put a slash "/" for incorrect

order given by the child. DIRECTIONS: Place the sheet "A" with 20 circles drawn in front of the child. Start

the stopwatch at 60 seconds as soon as the child starts counting. Task 3: Number Naming Fluency MATERIALS: Sheet "B" and Stopwatch STOP RULE: Stop the child if s/he makes 4 errors one right after the other or if time on the stopwatch (60 seconds) runs out. SCORING: For each non-response or incorrect number word, place "/" through the number. DIRECTIONS: Place sheet "B" with the grid of numbers in front of the child. Start stopwatch for 60 seconds as soon as the child starts responding. POINT TO FIRST NUMBERS AND SAY: Start here.

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Task 2: One-to-one Correspondence Sheet A: Give the position order of the figure point out by the teacher.

Task 3: Number Naming Fluency Sheet B: Name the number as the teacher points out the number.

1005 4291 2940 3130

7630 9453 6498 4188

5009 4050 8106 5167

7909 2345 3780 6138

1005 4291 2940 4214

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Scoring and Interpretations Scoring and Interpretation: (for Task 1)

49 - 60 Numerates/Independent

31 - 48 Instructional

0 - 30 Non-numerates

Scoring and Interpretation: (for Task 3)

17 - 20 Numerates/Independent

11 - 16 Instructional

0 - 10 Non-numerates

Scoring and Interpretation: (for Tasks 2, 4, 5, 7)

Use the following range and interpretation of scores

9 - 10 Numerates/Independent

6 - 8 Instructional

0 - 5 Non-numerates

Scoring and Interpretation: (for Task 6)

5 Numerates/Independent (complete answer with label and computation)

4 Instructional (computation and correct answer without label)

0 - 3 Non-numerates (answer only)

Scoring and Interpretation: (for Over-all)

Use the result from task 1 to task 7: Numerates = 3, Instructional = 2, Non-numerates = 1.

Compute the MPS using the computed values then refer to the following.

(80 – 100)% Numerates

(50 – 79 .95)% Instructional

(0 – 49.95)% Non-numerates

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Early Grade Mathematics Assessment

Grade 6

(ORAL TEST – Teachers’Copy)

Task 1: Oral Counting MATERIALS: Stopwatch STOP RULE: Stop the child if child makes an error while counting or at the end of a minute. SCORING: Record the last spoken correct number and the time on the stopwatch. DIRECTIONS: Start the stopwatch to count down from 60 seconds when the child begins to count. Stop the stopwatch and the child as soon as the child makes an error or at the end of a minute. Record the time and the last number the child says correctly. Say. I want you to count for me, I am going to use this stopwatch. I will tell you when to begin and when to stop. Count for me from two to as high as you can count. Are ready? Okay begin, 10... INTERVIEWER: If the child does not start counting, say: Watch me count. Seven,

Fourteen,... Okay, just like me, I want you to count as high as you can. Okay begin, seven...

Task 2: One-to-one Correspondence MATERIALS: Sheet "A" and Stopwatch STOP RULE: Stop the child if s/he commits 4 errors in identifying the place value of the

underline digit, or if time on the stopwatch (60 seconds) runs out. SCORING: Count the number of correct response. Put a slash "/" for incorrect

order given by the child. DIRECTIONS: Start the stopwatch at 60 seconds as soon as the child starts counting. Task 3: Number Naming Fluency MATERIALS: Sheet "B" and Stopwatch STOP RULE: Stop the child if s/he makes 4 errors one right after the other or if time on the stopwatch (60 seconds) runs out. SCORING: For each non-response or incorrect number word, place "/" through the number. DIRECTIONS: Place sheet "B" with the grid of numbers in front of the child. Start stopwatch for 60 seconds as soon as the child starts responding. POINT TO FIRST NUMBERS AND SAY: Start here.

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Task 2: One-to-one Correspondence

Sheet A: Give the position order of the figure point out by the teacher.

Task 3: Number Naming Fluency Sheet B: Name the number as the teacher points out the number.

0.7 3/4 10/100 4.23

1 6/7 6.08 1.4 4/13

0.3 0.05 3/17 5 1/3

0.93 9 2/3 4/5 10.25

5.67 2/100 3.05 0.67

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Scoring and Interpretations Scoring and Interpretation: (for Task 1)

49 - 60 Numerates/Independent

31 - 48 Instructional

0 - 30 Non-numerates

Scoring and Interpretation: (for Task 3)

17 - 20 Numerates/Independent

11 - 16 Instructional

0 - 10 Non-numerates

Scoring and Interpretation: (for Tasks 2, 4, 5, 7)

Use the following range and interpretation of scores

9 - 10 Numerates/Independent

6 - 8 Instructional

0 - 5 Non-numerates

Scoring and Interpretation: (for Task 6)

5 Numerates/Independent (complete answer with label and computation)

4 Instructional (computation and correct answer without label)

0 - 3 Non-numerates (answer only)

Scoring and Interpretation: (for Over-all)

Use the result from task 1 to task 7: Numerates = 3, Instructional = 2, Non-numerates = 1.

Compute the MPS using the computed values then refer to the following.

(80 – 100)% Numerates

(50 – 79 .95)% Instructional

(0 – 49.95)% Non-numerates