Age: 7-0 to 18-11
Testing Time: 30 minutes to 2 hours
Based on actual materials used to teach math in schools and on state and local curriculum guides, the CMAT represents a major advance in the accurate assessment of the mathematics taught in today's schools. All items reflect real world problems using up-to-date, current information and scenarios. Use as few as 2 subtests or as many as 12 depending on your purpose for testing.
The CMAT has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and Charts. Tables, and Graphs) and six Supplemental Subtests (Algebra; Geometry; Rational Numbers; Time; Money; and Measurement). For most testing purposes, you will only want to give the core subtests, which can be administered in about 40 minutes. The Supplemental Subtests are used in those relatively few instances where information about higher-level mathematics ability is needed.
The CMAT has both Core and Supplemental Composites.
Statistical Characteristics of the CMAT
Finally, examiners have a psychometrically sound, content oriented, clear alternative to existing tests of mathematical abilities. All subtests and composites are based on familiar metrics. The subtests have a mean of 10 and a standard deviation of 3; composites have a mean of 100 and a standard deviation of 15. This provides for extreme ease of use and comparability with other tests. Both age-based norms (age 7 through 18) and fall and spring grade-based norms (grade 3 through 12) are provided, giving the examiner flexibility in meeting state and local education agency guidelines. Reliability was determined using standard methods for estimating the internal consistency of the subtests and composites. Reliability estimates are uniformly high, with all composites and most subtest reliability values exceeding or rounding to .90. Coefficients for time sampling and interscorer reliability are also presented.
The CMAT manual provides clear evidence for validity. Strong evidence of content-description validity, criterion-prediction validity, and construct-identification validity is provided, including correlational research with individual and group mathematics tests, intelligence tests, and measures of academic ability.
National Standardization and Sample Bias
The CMAT was normed on a national sample of over 1600 students whose demographic characteristics match those of the United States according to the 2000 census report. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location, community size, and socioeconomic status (as indicated by educational attainment and family income).
Potential item bias was studied using crucial DIF (differential item functioning) and found to be insignificant. Not only was bias studied at the test level, but individual item bias was examined by comparing item difficulty across demographic subgroups and by determining item curve characteristics, considered to be one of the most direct and sensitive methods for detecting biased items.
COMPLETE CMAT KIT INCLUDES: Examiner's Manual, Picture Book, 25 Profile/Examiner Record Booklet, 25 Student Response Booklet I, 25 Student Response Booklet II, and Information Sheet, all in a sturdy canvas carrying case.
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