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KeyMath3 Diagnostic Assessment

Kim Wayne & Jordan Beard
by

Jordan Beard

on 8 January 2013

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Transcript of KeyMath3 Diagnostic Assessment

KeyMath3 DA Appropriateness Uses Limitations and Recommendations Administration Protocol Reliability Validity Norming Presentation Mode Basal and Ceiling scores Accomodations and Modifications 3,630 individuals from ages 4 years 6 months to 21 years 11 months were used as the standardization sample. The participants were all proficient in the English language and had adequate hearing and vision. Key Math The original version was updated in 1988 Originally published in 1971 by Dr. Austin J. Connolly This norm-referenced individually administered diagnostic test was designed to diagnose students with mathematics learning disabilities. To be more user friendly for both the examiner and examinee KeyMath-3 DA was released in 2007 Based on the NCTM (2000) Principles and Standards for School Mathematics, the test was completely revised in 2003.
A total of 550 new items were constructed as an initial item pool in order to make significant improvements that align with current mathematics curriculum standards.
After much testing in order establish validity and reliability... Technical Adequacy This assessment can be used as a progress monitoring tool once every 3 months by alternating the test version.
It is designed to provide valuable information that a teacher can use to plan and develop individualized instructional programs.
The author also affirms that the assessment can be used to help determine students' grade placement decisions. References The starter kit includes the examiner manual, two free-standing flip design easels, and record forms. Time Allotted for the administration of the test is between 30 and 90 minutes varying by the student's grade level, ability, and behavior. This nationally representative sample was selected based on the 2004 U.S. Current Population Survey by the U.S. Bureau of the Census. The stratified sampling procedure was used to select the sample according to gender, race, parent's education level, and geographic region. In all, 444 test items were administered at 272 test sites within 45 states in spring and fall of 2006. The Basal set consists of three consecutively correct responses immediately
preceding the first incorrect response.
The Basal Item is the lowest numbered item
in the basal set. The Ceiling Set consists of four consecutive incorrect responses.
The Ceiling Item is the highest numbered item in the set. A Closer Look at the Assessment KeyMath-3 DA measures a student's understanding and application of critical math concepts. The test measures three general mathematics content areas: basic concepts, operations, and applications. Basic concepts measures a student's mathematical foundation knowledge. It consists of five subtests: Numeration, Algebra, Geometry, Measurement, and Data Analysis and Probability. The Operations Content component assesses computational skills. It includes three subtests: Mental Computation and Estimation, Addition and Subtraction, and Multiplication and Division. The Applications content area assesses students' ability to use concepts and skills to become a problem solver. It consists of two subtests: Foundations of Problem Solving, and Applied Problem Solving. Primary Users of this assessment are School Psychologists, Special Education Directors and Teachers, Title 1 Teachers, General Ed Teachers with struggling students, and Math Teachers and Coaches. Scoring Qualifications of an Examiner:
Extensive formal training is not necessary. The assessment is designed to be used by a wide range of educational personnel.
Most importantly in the effective administration is the examiner's familiarity with the material. Physical Setting:
Quiet room
free of distractions
adequate lighting
a table or flat working space
2 chairs
The examiner should sit in a position that allows him/her
to see both sides of the easel. Adaptations/Considerations for students with special needs:
Individual Administration
Untimed Administration
Simplified language used in each item
American Printing House for the Blind reviewed the easels for color vision and for low vision considerations. The numeration subtest is a prerequisite for the assessment. It considers the examinee's grade level (Pre-K to 12) to determine the starting item. The starting items for other subtests are based on the Numerations ceiling item. Raw Scores Calculated by finding the difference between the ceiling
item and the number of errors in the subtest. Raw scores are used to determine
relative-standing and developmental scores. Relative-standing scores: scale scores (M=10, SD=3); standard scores (M=100, SD=15); and percentile ranks.
Developmental scores: grade equivalent; age equivalent; and growth scale values. The manual provides a description of five categories to facilitate the interpretation of scores: well-below average, below average, average, above average, and well-above average. Scores can be calculated by hand or by using ASSIST software that is designed to be used with the assessment. The program can produce progress reports, item and functional-range analysis, narrative reports, parent/caregiver letters, and links to essential resources. Internal consistency was determined by grade and ranged from .85 to .98
Alternate-form reliability was found to be .96
Test-retest reliability by grade was found to be .97 Intercorrelation study scores by grade ranged from .84 to .98. To establish construct validity, the assessment was correlated with KeyMath-R/NU; KTEA-II; ITBS; GMADE; and the Measures of Academic Progress. To ensure content validity, a review was conducted of state math standards and NCTM's publications. Content was organized and the sequence aligned with curricular frameworks and instructional development.
Test items underwent extensive qualitative and data-based evaluations. They were also reviewed for bias. As part of the normative sample, there were students in each grade level who were diagnosed with disabilities such as Specific learning disability; Speech/Language impairment; Intellectual disability; Severe emotional disability; Developmental disabilities; Hearing, Visual, and Orthopedic impairments; Autism; Deaf-Blindness; and Traumatic brain injury This assessment is not appropriate for students with limited hearing, vision, and English proficiency
It may not be appropriate for students from other countries with diverse educational and cultural backgrounds in mathematics. Wrap Up This assessment is only easy to administer if the evaluator gets proper training on administrative procedures.
Standardization procedures should account for allowing examinees to scribble their workings on a sheet of paper for all subtests.
Because there is no standard national curriculum, any revision of items must consider the levels of mathematics content in the curriculum of each state. Connolly, A.J. (2007). KeyMath-3 diagnostic assessment manual forms A and B. Minneapolis, MN: Pearson.Pearson. (2007).

Publication Summary Form of KeyMath-3 DA. Retrieved from http://www.pearsonassessments.com/hai/images/pa/products/keymath3_da/km3-da-pub-summary.pdf

Rosli, R. (2011). Test review [Review of the book KeyMath-3 diagnostic assessment manual forms A and B, by A. J. Connolly]. Journal of Psychoeducational Assessment, 29(1), 94-97. doi: 10.1177/0734282910370138 Purchasing Information Cost for forms A and B starter kits and essential resources with ASSIST software is $1,279 Pearson
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