Properly structured tests are some of the most important elements of teaching and learning. Educators can use ESM’s tests as assessment tools in teaching Singapore Mathematics. Our assessments enable teachers to continuously assess students’ thinking processes and provide students with multiple opportunities to improve their thinking.
Singapore Math Assessments
Formative and summative assessments
Pre-tests and post-tests for every unit
Our Singapore Math assessments consist of hundreds of pre-tests and post-tests in every unit and grade. Educators can use the pre-tests to measure a student’s level of readiness to start learning a new unit in a timely manner. The post-tests reveal students’ depth of knowledge acquired after learning a particular unit as well their abilities to transfer that knowledge to solving other problems.
Grade tests and format
ESM’s Singapore Math grade tests provide educators with clear feedback of students’ depth of knowledge upon completion of a grade level. The format of the test questions includes multiple choice, drag and drop, fill in the blanks, and others. The grade level tests are assignable as homework to students who have accounts on the platform. When assigned to students, these grade level tests are auto-graded and educators are given a detailed analysis of the test questions.
It’s recommended that the Singapore Math grade tests be completed online in one seating and that you should allow students sufficient time to finish the assessments. Generally, you should budget for about 10 to 20 minutes for students to complete either a pre-test or a post-test. Completing grade tests takes longer. For Kindergarten and Grade 1 students you should allow about 20 to 30 minutes to complete the test. For Grade 2 allow 30 to 40 minutes. For Grade 3 budget for about 45 minutes. For Grade 4 allow 45 minutes to one hour. For Grade 5 budget for one hour.
Generally, a score of 80% or higher on the Singapore Math assessments means that students have acquired sufficient depth of knowledge in a particular unit or grade. These students are ready to start learning new content. However, test scores are not the only factor in assessing whether students mastered the material. Teachers should consider how students worked the test questions and where they made mistakes.
For example, in taking a grade 4 test, a student might do well on all questions related to procedures and standard algorithms but make mistakes on test questions involving problem solving. These mistakes could indicate one or several gaps in student knowledge. This student could have a problem with reading and processing information or with organizing information using bar models or a gap in knowledge of appropriate model drawing strategies for solving word problems. In this case, while the overall score may be sufficiently high to pass the test, teachers can still find relevant lessons to fill knowledge gaps in prior units and grades to fill in the uncovered gaps and improve student comprehension.