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    Early Grade Mathematics Assessment Grade 1 (ORAL TEST - Teachers' Copy)

    Uploaded by

    Riza Guste
    This document provides instructions for teachers to administer an early grade mathematics assessment to students in grades 1 through 5. It consists of 3 tasks: 1) oral counting, 2) one-to-one correspondence, and 3) number naming fluency. The teacher uses materials like sheets with circles/pictures/numbers and a stopwatch. Scoring guidelines determine if students are numerates/independent, instructional, or non-numerates based on counts, times, and errors. An overall score is calculated to classify the student's mathematics proficiency level.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Early Grade Mathematics Assessment Grade 1 (ORAL TEST - Teachers' Copy)

    Uploaded by

    Riza Guste
    987 views12 pages
    This document provides instructions for teachers to administer an early grade mathematics assessment to students in grades 1 through 5. It consists of 3 tasks: 1) oral counting, 2) one-to-one correspondence, and 3) number naming fluency. The teacher uses materials like sheets with circles/pictures/numbers and a stopwatch. Scoring guidelines determine if students are numerates/independent, instructional, or non-numerates based on counts, times, and errors. An overall score is calculated to classify the student's mathematics proficiency level.

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    egma_grades_1-6_(teachers'_copy)

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    This document provides instructions for teachers to administer an early grade mathematics assessment to students in grades 1 through 5. It consists of 3 tasks: 1) oral counting, 2) one-to-one correspondence, and 3) number naming fluency. The teacher uses materials like sheets with circles/pictures/numbers and a stopwatch. Scoring guidelines determine if students are numerates/independent, instructional, or non-numerates based on counts, times, and errors. An overall score is calculated to classify the student's mathematics proficiency level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    987 views12 pages

    Early Grade Mathematics Assessment Grade 1 (ORAL TEST - Teachers' Copy)

    Uploaded by

    Riza Guste
    This document provides instructions for teachers to administer an early grade mathematics assessment to students in grades 1 through 5. It consists of 3 tasks: 1) oral counting, 2) one-to-one correspondence, and 3) number naming fluency. The teacher uses materials like sheets with circles/pictures/numbers and a stopwatch. Scoring guidelines determine if students are numerates/independent, instructional, or non-numerates based on counts, times, and errors. An overall score is calculated to classify the student's mathematics proficiency level.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 12

    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.
    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
    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
    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.
    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
    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
    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.
    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
    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
    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.
    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
    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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