This section provides information about assessment resources designed to measure teacher attributes, classroom instruction, and student abilities and thinking processes in mathematics. Many of these assessment instruments have been used with several different samples in different research studies, and some of them have multiple versions (e.g., K-TEEM, EMSA). Some of the reports (e.g., B-MTL, MAST) contain the full set of questions or procedures for others to be able to administer the test directly from the information in the reports. Other reports—the ones focused on assessments with correct or incorrect answers—are redacted to maintain security of the items so that they may remain valid for use in future studies. These assessment resources can be made available for use in research or evaluation. Inquiries should be directed to Robert Schoen.
Knowledge for Teaching Early Elementary Mathematics (K-TEEM)
The K-TEEM is designed to measure mathematical knowledge for teaching at the early elementary level. At this point in time, four versions of the test have been field-tested. The four versions are labeled by the year in which the version was field-tested: 2014, 2015, 2016, and 2017.
2014 K-TEEM
2015 K-TEEM
2016 K-TEEM
2017 K-TEEM
2019 K-TEEM Psychometric Report
2019 K-TEEM First Administration Data and Results
2019 K-TEEM Second Administration Data and Results
2020 K-TEEM Data and Results
2021 K-TEEM Data and Results
2022 K-TEEM Data and Results
Measuring Early Elementary Teachers’ Knowledge and Beliefs about Mathematics — This poster was presented in December 2015 at the NCER/NCSER 2015 Principal Investigators Meeting.
2019 MKT Data and Results
2020 MKT Data and Results
2021 MKT Data and Results
2022 MKT Data and Results
Teacher Ability to Predict Student Success (TAPSS)
The TAPSS instrument is designed to measure teachers’ knowledge of their own students’ mathematical proficiency (i.e., Teacher Judgment Accuracy).
Beliefs about Mathematics Teaching and Learning (B-MTL)
The B-MTL is a questionnaire that is designed to measure teachers’ beliefs about mathematics teaching and learning. It measures teacher beliefs on the following three scales: Transmissionist, Facts First, and Fixed Instructional Plan.
2019 B-MTL First Administration Data and Results
2019 B-MTL Second Administration Data and Results
2020 B-MTL Data and Results
2021 B-MTL Data and Results
2022 B-MTL Data and Results
Math Anxiety Scale for Teachers (MAST)
Mathematics–Cognition, Language, Interaction, and Problem Solving (M-CLIPS)
Mathematics–Cognition, Language, Interaction, and Problem Solving (M-CLIPS)—Self-Report
Observation Protocol for Formative Assessment in Mathematics (OPFAM)
The OPFAM is an observation instrument that can be used to assess the degree to which teacher practice associated with formative assessment and differentiated instruction is occurring in the classroom. Presentation. Training Manual.
STUDENTS – GROUP-ADMINISTERED, WRITTEN ASSESSMENT
Elementary Mathematics Student Assessment (EMSA)
These reports describe the development, implementation, and psychometric properties of group-administered, paper-pencil mathematics tests, created for research purposes in the Schoen lab. The reports are indexed by season (i.e., fall, spring) and year they were field-tested.
Fall 2013 EMSA (Grades 1 and 2)
These tests were designed to assess beginning of the school-year abilities in counting, word problems, and computation. There were separate forms for grade 1 and a form for grade 2. They were not designed to be vertically equated. The student achievement scores from these tests were used as pretest covariates in a randomized trial of a teacher professional development program based on Cognitively Guided Instruction.
Fall 2014 EMSA (Grades 1 and 2)
These tests were designed to assess beginning of the school-year abilities in counting, word problems, and computation. There was a form for grade 1 and a form for grade 2. The forms are similar to the Fall 2013 EMSA, but they are not identical. For instance, the overall difficulty of the grade 2 Fall 2014 EMSA was higher than that of the Fall 2013 EMSA for grade 2. These tests were not designed to be vertically equated.
Fall 2015 EMSA (Grades K–2)
These tests were designed to assess beginning of the school-year abilities in counting, word problems, and computation. There were three test forms, which corresponded to grades K, 1, and 2. These tests were designed to be vertically equated. The student achievement scores from these tests were used as pretest covariates in a randomized trial of a teacher professional development program based on Cognitively Guided Instruction.
Fall 2015 EMSA (Grades 3–5)
These tests were designed to assess beginning of the school-year abilities of grades 3–5 students in number and operations involving whole numbers and fractions. There were three test forms corresponding to grades 3, 4, and 5. These tests were designed to be vertically equated. The student achievement scores from these tests were used as pretest covariates in a randomized trial of a teacher professional development program based on Cognitively Guided Instruction.
Spring 2016 EMSA (K-2)
These tests were designed to assess end of the school-year abilities in counting, word problems, equality, and computation. There were three test forms corresponding to grades K, 1, and 2. These tests were designed to be vertically equated. The student achievement scores from these tests were used as measures of student outcomes in a randomized trial of a teacher professional development program based on Cognitively Guided Instruction.
Spring 2016 EMSA (Grades 3–5)
These tests were designed to assess end of the school-year abilities in number and operations involving whole numbers and fractions. There were three test forms corresponding to grades 3, 4, and 5. These tests were designed to be vertically equated. The student achievement scores from these tests were used as measures of student outcomes in a randomized trial of a teacher professional development program based on Cognitively Guided Instruction.
Fall 2016 EMSA (Grades K–2)
These tests were designed to assess beginning of the school-year abilities in counting, word problems, and computation. There were three test forms corresponding to grades K, 1, and 2. These tests were designed to be vertically equated. A report on the field test of the Fall 2016 K–2 EMSA is anticipated to become available September 2018.
Fall 2016 EMSA (Grades 3–5)
These tests were designed to assess beginning of the school-year abilities in number and operations involving whole numbers and fractions. There were three test forms corresponding to grades 3, 4, and 5. These tests were designed to be vertically equated. A report on the field test of the Fall 2016 3–5 EMSA is anticipated to become available September 2018.
Spring 2017 EMSA (Grades K–2)
These tests were designed to assess end of the school-year abilities in counting, word problems, equality, and computation involving whole numbers. There were three test forms corresponding to grades K, 1, and 2. These tests were designed to be vertically equated. A report on the field test of the Spring 2018 K–2 EMSA is anticipated to become available October 2018.
Spring 2017 EMSA (Grades 3–5)
These tests were designed to assess end of the school-year abilities in number, operations, and equality involving whole numbers and fractions. There were three test forms corresponding to grades 3, 4, and 5. These tests were designed to be vertically equated. A report on the results of the field test of the Spring 2017 3–5 EMSA is anticipated to become available October 2018.
Fall 2017 EMSA (Grades K–3)
These tests were designed to assess beginning of the school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There were four test forms corresponding to grades K, 1, 2, and 3. These tests were designed to be vertically equated. A report on the results of the field test of the Fall 2017 K–3 EMSA is anticipated to become available January 2019.
Spring 2018 EMSA (Grades K–3)
These tests were designed to assess end of the school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There were four test forms corresponding to grades K, 1, 2, and 3. These tests were designed to be vertically equated. A report on the field test of the Spring 2018 K–3 EMSA is anticipated to become available January 2019.
Spring 2019 EMSA (Grades K-3)
These tests were designed to assess end of the school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There were four test forms corresponding to grades K, 1, 2, and 3. These tests were designed to be vertically scaled across all four grade levels.
Spring 2019 EMSA (Grades K-5)
These tests were designed to beginning-of-the-school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There are six test forms corresponding to grades K, 1, 2, 3, 4, and 5. These tests were designed to be vertically scaled across all six grade levels.
Fall 2020 EMSA (Grades K-5)
These tests were designed to beginning-of-the-school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There are six test forms corresponding to grades K, 1, 2, 3, 4, and 5. These tests were designed to be vertically scaled across all six grade levels.
Spring 2021 EMSA (Grades K-5)
These tests were designed to beginning-of-the-school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There are six test forms corresponding to grades K, 1, 2, 3, 4, and 5. These tests were designed to be vertically scaled across all six grade levels.
Spring 2022 EMSA (Grades K-5)
These tests were designed to beginning-of-the-school-year abilities in counting, problem-solving and modeling, equality, fractions, and computation with whole numbers and fractions. There are six test forms corresponding to grades K, 1, 2, 3, 4, and 5. These tests were designed to be vertically scaled across all six grade levels.
Early Fractions Test (EFT)
This test is designed to assess student ability to solve problems involving fractions at the third- and fourth-grade level. The same test form was used at both grade levels.
Early Fractions Test—Fall 2016
This version of the EFT was based on a previous version that was used in a randomized trial of a lesson study supported by a fractions resource kit. The student achievement scores from the EFT were used as pretest covariates in a randomized trial of lesson study and fractions resource kits.
Early Fractions Test v2.2–Spring 2017
As the name implies, the Early Fractions Test v2.2 was based on—and very similar to—the Early Fractions Test. The student achievement scores from the EFT were used as the primary outcome measure of student learning in a randomized trial of lesson study and fractions resource kits.