Assessment Report

Andrew Miron
12/5/13

Key Math 3 Assessment Report
I.

Identifying Information
a. Jake Michaels, Grade 12

II.

Background Information
a. Jake was born overseas. The majority of his education was at private American
embassy run schools in Indonesia. The schools were intended to give an American
education to students overseas who would want to attend a university in the
United States. Jake’s parents were teachers at the embassy run school so he
benefited from the free education at the otherwise costly institutions. Jake has
never been referred to any type of problem solving team or special education
team. He was a consistent A and B student throughout school. After his freshmen
year of high school his family moved to the United States and they now reside in
Adrian where he attends the high school. Jake is now a senior in high school and
after high school plans to pursue a nursing degree in college. With that being said,
he often talks about how he doesn’t feel challenged by the education at his new
school and has lost a large amount of his motivation in school. He no longer
strives to intellectually test himself and often settles for doing decent in school
instead of excelling as he did in the past.

III.

Indirect Assessments
a. I am related to the student, so we have always had an open and easy going
relationship. The cooperation at the beginning was very good and the student was
excited to take the test. There was no evident anxiety in the test taker and he
appeared to be relaxed. However as the test went on, the sheer length of time that
the assessment took started to take a toll on Jake. He became tired and restless and
his eagerness to end the test may have affected the validity of the test to an extent.
There were a few incidents where I feel that he answered questions without
completely thinking them through, but was trying to get through a section with
haste.

IV.

Methods of Assessment
a. The assessment that I used was the Key Math 3 Diagnostic Assessment. It is an
assessment and instruction system that provides the tool to assess the math skills
of students 4-21 or K-12. Key Math 3 is a norm-referenced measure of essential
mathematical concepts and skills. The three general areas that are addressed
include, Basic Concepts (conceptual knowledge), Operations (computational

skills), and Applications (problem solving). The norming population is a sample
of approximately 4000 individuals representing U.S. demographics by sex, race,
socioeconomic status, region, and disability condition were used to obtain the
normative data. The norm sample age was between 4 years and 5 months through
21 years and 11 months.
V.
Subtest/Area

Test Results
Grade
Equivalent

Percentile
Rank

Description Related to Age
Norms

Key Math 3 Diagnostic Assessment
Basic Concepts
Numeration
8.0
25
Average
Algebra
10+
50
Average
Geometry
10+
50
Average
Measurement
8.7
25
Average
Data Analysis and Probability
8.7
37
Average
Applications
Foundations of Problem Solving
7.0
25
Average
Applied Problem Solving
7.7
25
Average
*Jake is currently finishing off his first semester of his senior year and is 17 years old.
The Key Math 3 Diagnostic Assessment is a comprehensive math assessment that
measures the students understanding of mathematical areas of basic concepts, operations, and
applications. Due to the limited supplies Jake was only tested in the basic concepts and
applications subtest areas. Jake’s performance suggests that he is functioning at the average
range of ability based on his percentile ranks ranging between 25 and 75 in basic concepts and
applications respectively. Jake demonstrated relative strengths in Algebra and Geometry
obtaining grade equivalents of 10+ in both and having percentile ranks of 50. His relative
strength in Algebra suggests that he has a competent understanding in numbers and their
relationships in mathematical equations. His relative weaknesses were seen in Measurement and
Numeration. In the subtest area of basic concepts Jake had an overall grade equivalent of 7.9.
Jake is currently a senior in high school and is 17 years old. His scores all indicated that he is
currently scoring at his grade level and I do not suggest that he be put on any sort of plan to
change the course he is currently on.
The Basic Concepts portion of the assessment is made up of the five categories of
numeration, algebra, geometry, measurement, and data analysis and probability. As the name
suggests these are all basic concepts of mathematics that all students will encounter during
schooling. Numeration is a section show their knowledge with numbers. Most of the questions
have them demonstrating their overall number sense (What number is greater?). Algebra is a part
of the test that is made up of many equations with algebraic parts to it both in word and number

form. Geometry tests the students overall knowledge of different shapes and their relationships to
one another. Measurement tests the students overall ability to understand the concepts of
measuring while Data Analysis and Probability is a part of the test that asks the students to
demonstrate their skills in reading different ways that data can be presented. The second subtest
of this assessment was Applications which had the two sections of Foundations of Problem
Solving and Applied Problem Solving. Both sections, as it says in their names, asked the student
to demonstrate their knowledge in deciphering and answer word problems. I believe that
although his percentile rankings are very high, his consistent below average grade equivalent
shows some room for improvement on his overall mathematical skills.