1. Introduction to Assessment
KeyMath
Introduction to Assessment

2. Introduction
-Kelsie Wojcik
-Rachel Lundstrom

3. Emotional Impairments
One or more of the following:
-an inability to learn that is not based on intellect, senses, or health factors
-inability to build or maintain relationships with peers and teachers
-inappropriate types of behavior or feelings under normal circumstances
-general pervasive mood of unhappiness or depression
-develops physical symptoms of fears associated with personal or school problems
-includes schizophrenia
-does not include socially maladjusted

4. KeyMath and EI -able to test a wide variety of ages
-focuses on math content separate from behavior
-wide range of math content to assess all levels of students

5. How was KeyMath created?
students preK-grade 9 were tested
-approximately 100 students per grade
20%
40%
50.4%
49.6%

6. Reliability and Validity
Reliability--about .8 for each type/subtest
-Internal-consistency reliability
-Test-retest reliability
-Alternative-form reliability
-How does the test report out the numbers?
-Split-half reliabilities for subtest, area and total test scores by grade
Validity for each type/subtest
-Content
-Construct
-intercorrelations among subtests, areas and total test

7. Why use KeyMath?
-Comprehensive, norm-referenced measure of essential math skills
-Untimed and individually administered
-Updated content that includes algebra, new subtests alignment with current math curriculum standards, updated normative and interpretive data
-Designed to provide accurate diagnostic information
-Scoring is simple and efficient
-It covers basic concepts (conceptual knowledge), operations (computation), and applications (problem solving) in the subtests
-Can be used in both general and special education to assess math ability levels

8. How to Give KeyMath-Part 1

9. How to Give KeyMath-Part 2

10. How to Score KeyMath

11. How to Give KeyMath
1. Place easel between student and assessor, where assessor can see both sides of the easel
2. For the first subtest (Numeration), begin at the student’s grade level. For every other subtest, start based on the student’s ceiling item on Numeration.
-Basal: 3 consecutive correct responses
-Ceiling: 4 consecutive incorrect responses
-Scoring: 1/0 on protocol--circle number

12. Let’s practice!

13. Case Study-Gabriele (2nd Grade)

14. Poll Everywhere
my/polls

15. References
Connolly, A. J. (2007). KeyMath3 : Diagnostic assessment : manual forms A and B. (Vol. 3).
Minneapolis, MN: Pearson.
Overton, T. (2006). Assessing learners with special needs: An applied approach (7th ed.). Upper
Saddle River, NJ, NJ: Pearson/Merrill Prentice Hall.