After listening closely to teachers nationwide, the researchers at FastBridge Learning understood what teachers loved—and didn’t love—about various Curriculum-Based Measurement (CBM)-style math assessments available on the market.
As a result, FastBridge Learning designed an innovative pair of efficient math CBM tools that give teachers what they need to help students succeed. CBMmath consists of two, group-administered, standards-aligned assessments designed for universal screening in Grades 1–8 and progress monitoring for grades K–12.
The CBMmath assessments are comprised of two sub-tests:
- CBMmath Automaticity: This 90-second, computer-administered assessment evaluates the degree to which students’ basic math facts and operations are accurate and automatic (fluent).
- CBMmath Process: Teachers often need to understand the degree to which the steps in a multi-step computation problem are completed with accuracy. This brief, group-administered assessment helps teachers understand students’ strengths and areas of difficulty when computing math problems.
These assessments are an excellent complement to the aMath (Adaptive Math) computer-administered assessment which allows teachers to screen and assess students’ applied math skills deeply, yet efficiently. They also offer an upward extension of the earlyMath suite for Kindergarten and First Grade.
CBMmath is an evidence-based assessment used for universal screening in Grades 1–6 with the option to do so up to five times per year, or for frequent progress monitoring at grades K–12. Each assessment is designed to be highly efficient and inform instruction.
CBMmath is uniquely designed to accommodate quick, easy, and flexible monitoring on a frequent basis. Progress monitoring data help teachers evaluate instructional effects and determine if differentiated instruction or interventions are effective.
Easy-to-interpret reports help educators identify trends in individual students’ performance, isolate specific skills by Common Core State Standards that are mastered or need further development, and also offer group-level normative data that help clarify when class-wide or school-wide intervention and supports are needed.