Assessments
Fastbridge Reading
Fastbridge Reading
FastBridge is the "universal benchmarking" system used to attain benchmark data in the fall, winter and spring.
FastBridge is the "universal benchmarking" system used to attain benchmark data in the fall, winter and spring.
"aReading" is a computer-adaptive test (CAT). This means that each student completes different items. Students begin at the level matched to their grade levels. Once they answer initial questions matched to the grade level, new items are presented based on the accuracy of answers to the first questions. Some students will complete easier items and some will complete harder items that are based on their prior answers. After a student completes aReading once, the starting level for later administrations will be based on the score from each previous session. Using the CAT method, the aReading assessment provides a score that indicates a student's current reading level.
"aReading" is a computer-adaptive test (CAT). This means that each student completes different items. Students begin at the level matched to their grade levels. Once they answer initial questions matched to the grade level, new items are presented based on the accuracy of answers to the first questions. Some students will complete easier items and some will complete harder items that are based on their prior answers. After a student completes aReading once, the starting level for later administrations will be based on the score from each previous session. Using the CAT method, the aReading assessment provides a score that indicates a student's current reading level.
Curriculum Based Measurement for Reading (CBMreading) is an efficient and effective way to screen and monitor student reading progress. A teacher listens to a student read aloud from a grade-level passage for 1 minute while recording student errors. CBMreading is administered individually with each student reading from a paper form and the teacher recording errors as the student reads.
Curriculum Based Measurement for Reading (CBMreading) is an efficient and effective way to screen and monitor student reading progress. A teacher listens to a student read aloud from a grade-level passage for 1 minute while recording student errors. CBMreading is administered individually with each student reading from a paper form and the teacher recording errors as the student reads.
COMPefficiency is a measure of reading comprehension. It is computer administered and computer scored. Although timed, students complete the test at their own pace. Each student's total elapsed time to complete the measure is used to calculate reading rate. Students read a passage of 250 to 500 words sentence-by-sentence. They are periodically interrupted three to four times per story to answer true/false questions about the sentences they have just read. These sentences were designed to measure reading comprehension processes (e.g., summarizing, connecting, bridging, elaborating). After they complete the reading, they respond to multiple choice questions, which are designed to measure the comprehension product (e.g., qualities and coherence of the mental representation).
COMPefficiency is a measure of reading comprehension. It is computer administered and computer scored. Although timed, students complete the test at their own pace. Each student's total elapsed time to complete the measure is used to calculate reading rate. Students read a passage of 250 to 500 words sentence-by-sentence. They are periodically interrupted three to four times per story to answer true/false questions about the sentences they have just read. These sentences were designed to measure reading comprehension processes (e.g., summarizing, connecting, bridging, elaborating). After they complete the reading, they respond to multiple choice questions, which are designed to measure the comprehension product (e.g., qualities and coherence of the mental representation).
All three assessment scores are computer calculated to create and overall reading score. Additional assessments are available for progress monitoring.
All three assessment scores are computer calculated to create and overall reading score. Additional assessments are available for progress monitoring.
Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at risk for academic failure, on target for success, or may need enrichment instruction. Reports provide profiles of students’ strengths and areas of difficulty relating to literacy and can provide useful information to plan instruction. Each individual and group report within FAST is available instantly, expediting the process for teachers. Reports are available to evaluate student performance against local norms, national aggregate norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests. Reports also inform instruction by providing the accuracy rate, completion time, information about errors, and other essential data pertaining to the student’s performance for both screening and progress monitoring.
Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at risk for academic failure, on target for success, or may need enrichment instruction. Reports provide profiles of students’ strengths and areas of difficulty relating to literacy and can provide useful information to plan instruction. Each individual and group report within FAST is available instantly, expediting the process for teachers. Reports are available to evaluate student performance against local norms, national aggregate norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests. Reports also inform instruction by providing the accuracy rate, completion time, information about errors, and other essential data pertaining to the student’s performance for both screening and progress monitoring.
Reports are available for early reading skills. Please ask your child's teacher for these reports. Subtests for each benchmark period include the following:
Reports are available for early reading skills. Please ask your child's teacher for these reports. Subtests for each benchmark period include the following:
G2| Fall - aReading, CBM (fluency), COMPefficiency
G2| Fall - aReading, CBM (fluency), COMPefficiency
G2 | Winter - aReading, CBM (fluency), COMPefficiency
G2 | Winter - aReading, CBM (fluency), COMPefficiency
G2 | Spring - aReading, CBM (fluency), COMPefficiency
G2 | Spring - aReading, CBM (fluency), COMPefficiency
Fastbridge Math
Fastbridge Math
Just like reading, math is also tested three times a year to determine baseline data in the fall and then document growth throughout the school year.
Just like reading, math is also tested three times a year to determine baseline data in the fall and then document growth throughout the school year.
"aMath" is a simple and efficient procedure for screening grade 2 students' broad math abilities. The assessment is based on expert recommendations and each question is aligned with the National Common Core State Standards (2010). aMath is a computer-adaptive test and students respond to between 30 and 60 questions on each testing occasion. aMath is a computer-adaptive test (CAT). This means that each student completes different items. Students begin at the level matched to their grade levels. Once they answer initial questions matched to the grade level, new items are presented based on the accuracy of answers to the first questions. Some students will complete easier items and some will complete harder items that are based on their prior answers. After a student completes aMath once, the starting level for later administrations will be based on the score from each previous session. Using the CAT method, the aMath assessment provides a score that indicates a student's current math level.
"aMath" is a simple and efficient procedure for screening grade 2 students' broad math abilities. The assessment is based on expert recommendations and each question is aligned with the National Common Core State Standards (2010). aMath is a computer-adaptive test and students respond to between 30 and 60 questions on each testing occasion. aMath is a computer-adaptive test (CAT). This means that each student completes different items. Students begin at the level matched to their grade levels. Once they answer initial questions matched to the grade level, new items are presented based on the accuracy of answers to the first questions. Some students will complete easier items and some will complete harder items that are based on their prior answers. After a student completes aMath once, the starting level for later administrations will be based on the score from each previous session. Using the CAT method, the aMath assessment provides a score that indicates a student's current math level.
CBMmath Automaticity is a timed computer-based assessment of math fact mastery. It measures a student's automaticity with basic math facts (addition, subtraction, multiplication, and division) with both single-skill and mixed skill (i.e., General Outcome Measure or GOM) matched to the math skills typically taught in grades 1 through 3. CBMmath Automaticity is designed to be used for universal screening three times a year with students in grades 1 through 3 and for progress monitoring students of all grades who are participating in math fact interventions.
CBMmath Automaticity is a timed computer-based assessment of math fact mastery. It measures a student's automaticity with basic math facts (addition, subtraction, multiplication, and division) with both single-skill and mixed skill (i.e., General Outcome Measure or GOM) matched to the math skills typically taught in grades 1 through 3. CBMmath Automaticity is designed to be used for universal screening three times a year with students in grades 1 through 3 and for progress monitoring students of all grades who are participating in math fact interventions.
CBMmath CAP is a timed computer-based assessment of applied and multi-step mathematics skills. It consists of math problems aligned with the Common Core State Standards. CBMmath CAP is designed to be used for universal screening three times a year with students in grade 2 and for progress monitoring students of all grades who are participating in interventions to improve applied math skills.
CBMmath CAP is a timed computer-based assessment of applied and multi-step mathematics skills. It consists of math problems aligned with the Common Core State Standards. CBMmath CAP is designed to be used for universal screening three times a year with students in grade 2 and for progress monitoring students of all grades who are participating in interventions to improve applied math skills.
All three assessment scores are computer calculated to create and overall reading score. Additional assessments are available for progress monitoring.
All three assessment scores are computer calculated to create and overall reading score. Additional assessments are available for progress monitoring.
Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at risk for academic failure, on target for success, or may need enrichment instruction. Reports provide profiles of students’ strengths and areas of difficulty relating to literacy and can provide useful information to plan instruction. Each individual and group report within FAST is available instantly, expediting the process for teachers. Reports are available to evaluate student performance against local norms, national aggregate norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests. Reports also inform instruction by providing the accuracy rate, completion time, information about errors, and other essential data pertaining to the student’s performance for both screening and progress monitoring.
Benchmark standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at risk for academic failure, on target for success, or may need enrichment instruction. Reports provide profiles of students’ strengths and areas of difficulty relating to literacy and can provide useful information to plan instruction. Each individual and group report within FAST is available instantly, expediting the process for teachers. Reports are available to evaluate student performance against local norms, national aggregate norms, mastery criterion, and predictions of risk to meet proficiency standards on state tests. Reports also inform instruction by providing the accuracy rate, completion time, information about errors, and other essential data pertaining to the student’s performance for both screening and progress monitoring.
Reports are available for early reading skills. Please ask your child's teacher for these reports. Subtests for each benchmark period include the following:
Reports are available for early reading skills. Please ask your child's teacher for these reports. Subtests for each benchmark period include the following:
G12 | Fall - aMath, CBM Math, CBM MathCap
G12 | Fall - aMath, CBM Math, CBM MathCap
G2 | Winter -aMath, CBM Math, CBM MathCap
G2 | Winter -aMath, CBM Math, CBM MathCap
G2 | Spring - aMath, CBM Math, CBM MathCap
G2 | Spring - aMath, CBM Math, CBM MathCap