Developmental Math Assessment

 

Student Work Samples NEW!

K 1st 2nd 3rd 4th 5th
 Coming Soon  Teacher Packet 1st  Teacher Packet 2nd  Teacher Packet 3rd  Teacher Packet 4th  Teacher Packet 5th
 Coming Soon  Student Packet 1st  Student Packet 2nd  Student Packet 3rd  Student Packet 4th  Student Packet 5th
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K-2 Developmental Math Assessment (DMA)

Directions for Administration: This assessment is meant to be administered by the teacher with an individual student. Teachers should gather the needed materials then move through the sample tasks in order. This tool is meant to be used for assessment, so teachers should resist the urge to teach during the assessment. Tasks increase in difficulty and complexity, therefore the teacher should use judgment about how far to continue with the assessment, or with any particular section, to avoid student frustration.  The teacher should take notes about what the student does with each given task. The more detailed the notes, the better the RTI team can diagnose the student’s immediate needs for intervention. It is also helpful to highlight particular tasks that were difficult for the student or when the student responded with “I don’t know” or gives an incorrect answer. After administration, cross-check these tasks with the Math RTI Guidance Tool for grades K-2nd in order to find specific areas for intervention and instruction.

Who should be administered this assessment? The tasks in this assessment are drawn from the CCGPS for grades K-2nd. Therefore this assessment could be used with struggling 1st-3rd graders and for students in grades 4th-5th who become frustrated with tasks on the 3rd-4th grade DMA.

DMA K-2 Teacher Packet

DMA K-2 Student Packet

3rd-5th Grade Developmental Math Assessment Directions for Administration: This assessment should be administered by the teacher with an individual student. Teachers should gather the needed materials and then move through the sample tasks in order, observing the student’s strategies and attitudes toward specific tasks. This tool is meant to be used for assessment, so teachers should resist the urge to teach during the assessment. Tasks increase in difficulty and complexity. Therefore, the teacher should use judgment about how far to continue with the assessment, or with any particular section, to avoid student frustration. If even the beginning tasks in each section here are too difficult for the student, the K-2 DMA should be administered instead. The teacher should take notes about what the student does with each given task. The more detailed the notes, the better the RTI team can diagnose the student’s immediate needs for intervention. It is also helpful to highlight particular tasks that were difficult for the student or when the student responded with “I don’t know” or gives an incorrect answer. After administration cross-check these tasks with the Math RTI Guidance Tool for grades 3rd-4th  in order to find specific areas for intervention and instruction.

Who should be administered this assessment? The tasks in this assessment are drawn from the CCGPS for 3rd-4th grades. Therefore this assessment could be used with struggling 4th and 5th graders and on/above grade-level 3rd graders.

DMA 3rd-5th Teacher Packet

DMA 3-5 Student Packet

Upon administering the DMA, then cross-check the student’s areas of need with the RTI Guidance form.

Math-RTI-Guidance-K-4th-Updated