1. Administering the Kindergarten Assessment Early Math Segment
Numbers and Operations
This section addresses administering the Early math portion of the kindergarten assessment—Numbers and Operations.
Oregon Kindergarten Assessment Fall 2013

2. Preparing for the Early Math Segment
Assessors need:
Clipboard
Pencil
Assessor booklet
Student booklet (English or Spanish/English)
A quiet location
The assessor needs the following: (DTC Trainer, READ THE LIST) a clipboard, pencil, the assessor booklet, the student booklet, and a quiet location.
Oregon Kindergarten Assessment Fall 2013

3. Early Math: Numbers and Operations
Measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations
All students participate in the assessment, with accommodations if determined to be necessary for equal access for an individual student
The student booklet has one item per page
There are two sample items and sixteen assessment items
This assessment is not timed
The early math-numbers and operations--measures students' ability to understand numbers, number systems, relationships among numbers and meanings of operations.
All students will have the opportunity to participate in this assessment, with accommodations if determined to be necessary for equal access for that individual student. A Spanish/English side-by-side version is available in the Spanish/English student assessment booklet.
The student booklet has one item per page.
There are two sample items and sixteen assessment items. The two sample items give the student a chance to practice using the assessment format. The assessor can use these sample items to make sure that the student understands how to look at items and choose their answer.
This assessment is not timed
(added 8/29/13) ELL-Spanish speaking students who will be assessed using the bilingual version of the early math items have the option of hearing both the English and the Spanish. At the start of the early math assessment, the student should be asked whether they want Spanish only or both Spanish and English. A bilingual assessor who is trained and endorsed by the district in Spanish should administer the Spanish bilingual version of this assessment, otherwise validity could be compromised.
Oregon Kindergarten Assessment Fall 2013

4. Procedure for the Early Math: Numbers and Operations
Seat yourself across the table from the student who is also seated
Position yourself so the student cannot see the documents on the clipboard
Pages in the student booklet have to be turned, the assessor should be close enough to turn the pages if needed
Place the Student Booklet in front of the student
Open to sample item #1
The assessor should be seated across a table from the student who is also seated.
The assessor should be positioned so that the student cannot see the documents on the clipboard as the assessor scores. We want to remember that these are young kindergarteners entering a new environment and we want them to walk away feeling successful—regardless of how they performed on the assessment.
The student booklet has one item per page. The pages need to be turned so the assessor will need to gage if the student can turn the pages independently or if the assessor will need to turn them.
Open the student booklet to sample Item #1.
Oregon Kindergarten Assessment Fall 2013

5. Sample Item #1 English Spanish/English
The above slide displays Sample Item #1 in both the English Student booklet and the Spanish/English student booklet. You can see that there is some minimal text in some of the items. This is what will be shown in front of the student.
In this item, the assessor directions for the assessor on the assessor form are:
“We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” Demonstrate by pointing to the box and then sweeping your finger from the first to last number below. “How many? Point to or choose the answer.”
We will discuss more about the assessor form in the next few slides.
Oregon Kindergarten Assessment Fall 2013

6. Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
(The next slide shows a sample of the assessor form).
Oregon Kindergarten Assessment Fall 2013

7. Read the directions on the assessor copy verbatim to the student
Sample Items
Directions A B C NA 1
“We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” Demonstrate by pointing to the box and then sweeping your finger from the first to last number below. “How many? Point to or choose the answer.”
“Would you like me to read the directions again?” 2 3
Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
Oregon Kindergarten Assessment Fall 2013

8. Sample Item #2 English Spanish/English
The above slide displays Sample Item #2 in both the English Student booklet and the Spanish/English student booklet. You can see that there is some minimal text in some of the items. This is what is in front of the student.
In this item, the directions for the assessor on the assessor form are:
Point to the box. Read the text: “What number is missing? Point to or choose the answer.” Record the number the child points to.
“Would you like me to read the directions again?” Turn student copy to Item 1.
After these two sample items, the assessment will begin. The student booklet will be turned to item #1 and the assessor will record the students choices.
Oregon Kindergarten Assessment Fall 2013

9. Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
Oregon Kindergarten Assessment Fall 2013

10. Read the directions on the assessor copy verbatim to the student 2
Point to the box. Read the text: “What number is missing? Point to or choose the answer.” Record the number the child points to.
“Would you like me to read the directions again?” Turn student copy to Item 1. 5 4 NA
Read the directions on the assessor copy verbatim to the student
Follow directions for gesturing
If the student does not indicate understanding, repeat the directions and gestures
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
The assessor can also circle NA if the student did not choose an answer
Oregon Kindergarten Assessment Fall 2013

11. Providing Encouragement
Avoid providing visual or auditory clues about the correctness of response during the assessment
It is allowable to say these encouraging words:
“Good effort”
“Keep trying”
“Next”
“It is OK to guess”
“Thank you”
“Buen esfuerzo”
“Sigue intentando”
“La siguiente”
“Está bien si tratas de adivinar”
“Gracias”
The assessor instructions provide encouraging words to use with the student. We heard from the field that it was really necessary for the assessor to be able to provide encouragement for these young students throughout the process. While it is important that the assessor does not provide visual or auditory clues about the correctness of the responses, it is okay to say encouraging words to make the student comfortable and to encourage them to keep trying. (DTC Trainer..READ ENCOURAGING WORDS)
Oregon Kindergarten Assessment Fall 2013

12. Additional Considerations for Early Math: Numbers and Operations
The assessment items are not in order of difficulty
It is important to persist through the assessment to get a true picture of what the student knows
If the student does not provide an answer, remind the student that it is okay to guess
If a student verbalizes an answer, test administrators may remind students to point to or choose the answer
If the student does not offer an answer after the prompt, circle “NA” for “no answer” and move on to the next item
Some additional considerations for the early math portion:
The assessment items are not in order of difficulty
It is important to persist through the assessment to get a true picture of what the student knows
If the student does not provide an answer, remind the student that it is okay to guess
A verbalized answer cannot be accepted. If a student verbalizes an answer, test administrators may remind students to point to or choose the answer.
If the student does not offer an answer after the prompt, circle “NA” for “no answer” and move on to the next item
(added 8/29/13) Additional guidance for administering the Spanish side-by-side version ban be found on the Kindergarten Assessment Resource page at
Oregon Kindergarten Assessment Fall 2013

13. Data Submission
For the fall 2013 collection, districts will submit raw data (A, B, C, or NA) for each of the 16 items through ODE’s Consolidated Collections
Data will be submitted through ODE’s consolidated collections. Districts will submit raw data (choices falling under A, B, C, or NA) for the 16 items on the assessment.
Again, the results of this assessment will be analyzed to better understand what the scores mean and how they relate to overall kindergarten readiness.
Oregon Kindergarten Assessment Fall 2013

14. Questions?
Oregon Kindergarten Assessment Fall 2013