Early Literacy Emerging Math Admin Guide - PBworksrenewschools.pbworks.com/f/Early_Literacy_Emerging_Math...© 2013 n2y Unique Learning System ® Early Learning Benchmarking: Emerging

© 2013 n2y Unique Learning System® Unique Learning System®

Early Learning Benchmarking: Emerging Math Administration Guide

Benchmarking Assessments are modified performance tools used to provide data on selected skill areas. Emerging Math asks questions on the scope of mathematical concepts that have been identified as the “big ideas” for preschool-aged children. (Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know. The Early Math Collaborative (2013), Erickson Institute). The assessment includes areas of sets, number sense, counting, number operations, pattern, data analysis and shapes.

Suggested Administration: Quarterly or two times a year

Early Learning assessments provide baseline information on areas of reading, writing and math that are fundamental to early learning. These assessments are appropriate for students who are emerging learners.

Scoring: Each performance assessment yields a raw score and interpretative information.

• Mastery • Instructional • Emerging • Review and revise goals

Directions for Administration: • The Emerging Math assessment is a performance assessment in which a selection must be made from a choice of three picture options. A

mathematics question is presented and a response to that question is to be selected. • Present the target picture and three picture options for each question. Present the question. A student may select his or her response

verbally, by pointing or some may be able to use the mouse to select a picture. The online assessment will automatically move to the next question/option.

• Eighteen questions are presented in the assessment. Each correct assessment question is scored with one point. The online assessment will automatically move to the next question/option after a response is selected. Response options may be presented verbally to the student since this would not alter the intent of the assessment.

• For some students the online version may not be a reliable way to present picture choices to the student. A hard copy of the picture may be needed. If an incorrect response is selected on the first presentation, cover the selected item and repeat the question. Additionally, pictures may be cut apart and presented on a communication board format.

• The assessment will discontinue after four consecutive errors.


Using Assessment Results: Reading Performance Assessments are scored according to the student’s response when selecting from a choice of pictures or letters. Each area yields a raw score that is interpreted in this way:

• 18 – 15 Mastery Mastery indicates that the student should apply the current skills into higher-level reading strategies. • 14 – 10 Instructional Incorporate routine skill instruction to strengthen this reading skill area. • 9 – 6 Emerging Emerging reading skills in this skill area may be developed through structured learning tasks. • 5 – 0 Review/Revise Review the student’s present level and revise goals to more appropriately address learning potential.

Results from this assessment will give teachers an indication if mathematics is a skill that should be addressed within instructional tasks. In the Goal Setting Report View, the educational team may select mathematics skills that should be addressed as IEP goals if this will be a focus within instructional tasks.

The instructions and screen pages for the performance assessment may be printed for administration offline. Please enter the Emerging Math Assessment information through the Unique GPS, as this enables data to be stored and saved appropriately for the student record.

Emerging Math Target: Mathematics

Item # Circle Score Teacher Prompt Response Options

(correct in bold) Special Accommodations

Item 1 1 Present picture of star and 3 picture options. Look at the star. Find the match to the star.

diamond, star, heart Response options may be presented verbally by pointing and saying, “this one, this one, this one.”

Item 2 1

Present picture of yellow and blue fish and 3 picture options. A yellow fish and blue fish are in the fish bowl. What else should go in the fish bowl?

fish, hat, sunflower

Response options may be presented verbally.

Item 3 1 Present picture of 3 blue dots and 3 picture options. Look at the dots in this box. Which of these boxes has the same number of dots?

2 blue dots, 2 green dots, 3 orange dots

Response options may be presented verbally by pointing and saying, “this one, this one, this one.”

Item 4 1 Present picture of 4 dots and 3 picture options. Count the dots. Now count the cookies. Which set of cookies has the same number as the dots?

3 cookies, 4 cookies, 5 cookies



Item 5 1 Present picture of numeral 5 and 3 picture options. This is a five. Which set has five dots?

5 dots, 3 dots, 6 dots


Item 6 1 Present picture of number line and 3 number options. Look at these numbers. Which number is missing? 4, 5, 6


Item 7 1

Present picture of 3 chocolate chip and 3 sugar cookies and 3 response options. Paige has chocolate chip and sugar cookies. How many cookies altogether?

Correct 6, incorrect, incorrect

Student will not ID a number, but count and then state the number for “how many?”

Item 8 1 Present picture of 3 cars and 3 picture options. Drew has cars. Which box has more cars than Drew? 2 cars, 1 car, 4 cars

Response options may be presented verbally by pointing to each set saying, “this one, this one, this one.”

Item 9 1 Present picture of pattern and 3 picture options. Look at this pattern. What’s missing?

yellow star, red heart, red star

Response options may be presented verbally, stating color and shape.

Item 10 1 Present picture of pattern and 3 picture options. Look at this pattern. What comes next?

red square, blue square,

yellow square

Response options may be presented verbally, stating color.

Item 11 1 Present picture of zoo and 3 picture options. Drew saw elephants at the zoo. Which elephant is the biggest?

elephant 1, elephant 2, elephant 3

Response options may be presented verbally by pointing and saying, “this elephant, this elephant, this elephant.”

Item 12 1 Present picture of group of paper clips and 3 picture options. Paige wants to make a chain with paper clips. Which chain is the longest?

3 paper clips, 2 paper clips, 4 paper clips


Item 13 1 Present picture of graph and 3 picture options. Mrs. B’s class made a graph to answer the question: Which food is the class favorite?

pizza, spaghetti,

chicken nuggets



Item 14 1 Present picture of graph and 3 picture options. Paige counts the things in the lost and found box. Which has the most in the box?

mitten, scarf,

snow cap


Item 15 1 Present picture of ball and 3 picture options. Paige has a ball. Find the ball that is under the table.

beside, on, under Response options may be presented verbally by pointing to each set saying, “this one, this one, this one.”

Item 16 1 Present picture of 2 shapes puzzles and 3 picture options. Paige wants her two puzzles to be the same. What piece is missing?

square, triangle, rectangle


Item 17 1 Present picture of basketball and 3 picture options. Here is a basketball. What has the same shape?

orange, popsicle,

chicken nuggets


Item 18 1 Present picture of triangle and 3 picture options. This shape has 3 sides. Which other shape has three sides?

diamond, triangle,

pentagon




















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Early Literacy Emerging Math Admin Guide - PBworksrenewschools.pbworks.com/f/Early_Literacy_Emerging_Math...© 2013 n2y Unique Learning System ® Early Learning Benchmarking: Emerging