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AIMSwebAIMSweb: : Administration and Administration and Scoring of Maze, M-Scoring of Maze, M-CBM, & M-CAP CBM, & M-CAP Presented by Debbie Oliver, RtI Coordinator for Stanly County Schools
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Reading – MAZEReading – MAZE (Whole (Whole Group Administration)Group Administration)
• Students read the passage silently and choose the correct words to complete the sentences. (Ex.: The dog (Apple, broke, ran) after the cat.)
• The exercise is timed. The students have 3 minutes to complete the exercise.
• Don’t confuse the answer sheet with the student copies. (Answer sheet: The dog (Apple, broke, ran) after the cat.)
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Things You Need to do While Testing
Follow the standardized directions:Follow the standardized directions:
• Administer the assessment with consistency
• Remember it’s about testing, not teaching
• Don’t teach or correct
• Don’t practice reading the passages
• Remember BestBest, not fastest reading
• Administer to the whole group
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R- MAZE Standard Administration Directions
1. Pass Maze task out to students (cover sheet with example stapled to the front of the actual passage). Have students write their names on the Cover Sheet so they do not start early. Make sure they do not turn the page until you tell them to do so.
2. Say: “When I say ‘Begin,’ I want you to silently read a story. You will have 3 minutes to read the story and complete the task. Listen carefully to the directions. Some of the words in the story are replaced with a group of three words. Your job is to circle the one word that makes the most sense in the story. Only one word is correct.”
3. Say: “Let’s practice one together. Look at the first page. Read the first sentence silently while I read it out loud: ‘The dog apple, broke, ran after the cat.’ The three choices are apple, broke, ran. ‘The dog apple after the cat.’ That sentence does not make sense. ‘The dog broke after the cat.’ That sentence does not make sense. ‘The dog ran after the cat.’ That sentence does make sense, so circle the word ran.”
4. Make sure the students circle the word “ran”.
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Administration Directions continued…
5. Say: “Let’s go to the next sentence. Read it silently while I read it out loud. ‘The cat ran fast, green, for up the hill.’ The three choices are fast, green, for. Which word is the correct word for that sentence?” (Call on a student or ask the whole group for the answer.)
6. Say: “Yes, ‘The cat ran fast up the hill’ is correct, so circle the word fast.” (Make sure the students circle fast.)
7. Say: “Silently read the next sentence & raise your hand when you think you know the answer.” (Make sure the students know the correct word.)
8. Say: “That’s right, ‘The dog baked at the cat’ is correct. Now what do you do when you choose the correct word?” (Students will answer, “Circle it.” Make sure they understand task.)
9. Say: “That’s correct, you circle it. I think you’re ready to work on a story of your own.”
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Administration Directions continued
10. START TESTING – Say, “When I say ‘Begin’, turn to the first story and start reading silently. When you come to a group of three words, circle the one word that makes the most sense. Work as quickly as you can without making mistakes. If you finish the first side, turn the page and keep working until I say ‘Stop’ or you are all done. Do you have any questions?” (Answer student questions)
11. Say, “Begin.” Start your stop watch.12. Monitor students to make sure they understand that they are to circle
only one word. If a student finishes before the time limit, collect the Maze task and record the time on the student’s test booklet.
13. At the end of 3 minutes, say: “Stop. Put your pencils down. Please close your booklet.”
14. Collect the Maze tasks.
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MAZE Administration Directions for Older Students
After the students put their name on the cover sheet, start the testing by saying… “When I say ‘Begin’, turn to the first story & start reading silently. When you come to a group of three words, circle the one word that makes the most sense. Work as quickly as you can without making mistakes. If you finish the first side, turn the page and keep working until I say ‘Stop’ or you are all done. Do you have any questions?” (Answer student questions.)
Say: “Begin.” Start your stop watch. Monitor students to make sure they understand that they are to circle
only one word. If a student finishes before the time limit, collect the student’s MAZE task
and record the time on the student’s test booklet. At the end of 3 minutes say, “Stop. Put your pencils down. Please
close your booklet.” Collect the Maze tasks.
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Items to Remember
• Staple the cover sheet that includes the practice test
so that students don’t begin the test right away.
• Do a simple practice test before beginning with
younger students.
• Monitor that students are circling answers instead of
writing them.
• Interruptions – If something disrupts testing (bells,
dropped passages, mistiming), discard the Maze
passage and administer another.
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What is Correct?
• An answer is considered correct if An answer is considered correct if the student circles the word that the student circles the word that matches the correct word on the matches the correct word on the scoring template!scoring template!
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What is Incorrect?
An answer is considered an error if the student: An answer is considered an error if the student:
• Circles an incorrect word.Circles an incorrect word.
• Omits word selections other than those the Omits word selections other than those the student was unable to complete before the 3 student was unable to complete before the 3 minutes expired.minutes expired.
• Circles more than one word.Circles more than one word.
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Calculating and Reporting MAZE Scores
1. Use the answer key and check the passage. Put a slash (/) through
incorrect words.
2. Count the totaltotal number of correct choices up to the last circled word.
3. Count the total number of errors.
4. Subtract the number of errors from the total number of items attempted.errors from the total number of items attempted.
5.5. Record the total number of correct answers on the cover sheet followed by Record the total number of correct answers on the cover sheet followed by
the total number of errors (e.g., 35/2, 45/0).the total number of errors (e.g., 35/2, 45/0).
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Math Computation – M-CBM
• M-CBM is administered to the whole group.
• Students should have an M-CBM probe and pencil.
• Consider arranging desks in a manner to minimize the temptation to cheat or use folders to block the view.
• This exercise is timed:
• Grades 1-3 (2 minutes)
• Grades 4-6 (4 minutes)
• Grades 7-8 (4 minutes using M-CBM2 test)
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Math Computation (M- CBM) Administration Directions…..
1. Students should have an M-CBM probe & a pencil
2. Say: “We’re going to take a (2- minute/ 4- minute) math test. I want you to write your answers to several kinds of math problems. Look at each problem carefully before you answer it. When I say ‘BEGIN’, write your answer to the FIRST problem (demonstrate by pointing) and work ACROSS the page. Then go to the next row. Try to work EACH problem If you come to one YOU REALLY DON’T KNOW HOW TO DO, put an ‘X’ through it and go to the next one. If you finish the first side, turn it over & continue working. Are there any questions?” (Pause)
3. Say: “BEGIN” and start your stopwatch/timer.
4. If testing in groups walk around & monitor students to ensure they are not skipping problems, are working across the page, and continue to write answers to the problems during the test time.
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Math Computation (M- CBM) Administration Directions…..
If a student is excessively skipping problems they should know how to do, say: “Try to work EACH problem. You can do this kind of problem so don’t skip or put an ‘X’ over it.”
If a student is not working across the page, say: “Work ACROSS the page. Try to work each problem in the row.”
If a student stops working before the test is done, say: “Keep doing the best work you can.”
5. At the end of 2 or 4 minutes, say: “Stop. Put your pencils down.” (Monitor to ensure students stop working.)
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Scoring the Math- CBM
Score Digits Correct (DC). Each digit correct in any answer = 1 point.
If the problem is “X”-ed out, but student has some correct digits in the attempted answer, ignore the X and score it anyway.
If it is difficult to determine what the number is at all, count it wrong.
If a number is reversed (backward 2) but it is obvious, count it as a correct digit.
Use Answer Key for quick scoring.
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Math- CAP (Concepts & Applications)
Students complete word problems.The M-CAP is given to the whole
group.The test is timed:
Grades 2-6 (8-minutes)Grades 7-8 (10-minutes)
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M-CAP Standard Administration Directions
1. Say: “We’re going to take an 8-minute math test.” (10-minute for 7th/8th grade).
2. Say: “Read the problems carefully and work each problem in the order presented. Do not skip around.”
3. Say: “If you do not know how to work a problem, mark it with an ‘X’ and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.”
4. Say: “Write the answers to the problems in the blanks. For multiple choice questions, place the letter (A, B, or C) of the correct answers in the blank. You do not have to show your work, but you may if that is helpful for you in working the problems. Keep working until you have completed all of the problems or I tell you to stop. Do you have any questions?” (Answer questions)
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M-CAP Standard Administration Directions
5. Hand out the probes and say: “Here are your tests. Put your name, your teacher’s name, and the date on each page in the space provided. Do not start working until I tell you to begin.” (Allow them time to write their information on the probe.)
6. Say: “Begin.”7. If a student asks a question or requests clarification, redirect
him to the probe and say: “Read the directions again, and work the problem the best you can. If you still do not understand the problem or are unable to work it, you may move to the next question.”
8. When the appropriate time has elapsed (8 min. for 2-6; 10 min. for 7-8), say: “Stop and put down your pencil.” If student continues to work, restate: “Stop working now and put down your pencil.”
9. Collect the probe and proceed to scoring.
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M-CAP Scoring
Each problem either receives full credit or no credit. Be sure to use the scoring key and total the points at
the bottom. Monitor students closely to make sure they are
working the problems in order and not skipping around.
Although alternative acceptable responses are given in the Answer Key for many items, credit may be given for a clearly correct response conveyed in a manner other than the one indicated; this is where the examiner must rely on best practices and professional judgment.
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Questions?
