Oral Counting | Missing Number | Number Identification | Quantity Discrimination
aimsweb Test of Early Numeracy (TEN) assessments can be purchased as part of an aimsweb subscription.
From the early 1990′s to the present, increased attention has been placed on effective assessment and teaching practices for reading. One of the key aspects to arise from this movement has been a focus on the prevention of reading difficulties before they occur. For this to happen, educators needed tools to help them make decisions about students at-risk for failure in reading.
A similar movement is taking place in the assessment and teaching of mathematics. Currently, educators can use Mathematics Concepts and Applications (M-CAP) or Mathematics Computation (M-COMP) to monitor the progress of children in mathematics after they are doing formal mathematics. However, this does not occur until the first and second grades. Thus students may be failing to acquire critical mathematical knowledge that will form the basis of later understanding. Educators need tools to identify these at-risk children before problems occur.
What tools then exist to help us identify children at-risk for later failure in mathematics and what early numeracy skills should they be based upon? Because children come to school with a number of informal math skills such as counting, ability to identify numbers, discriminate between quantities, and formulate mental number lines, measures of early mathematics can be based upon these early informal math skills.
When educators are interested in making decisions with General Outcome Measurement so they can make accurate meaningful statements about student early numeracy growth and development, they use Early Numeracy General Outcome Measurements. Based on research examining the development of children’s informal mathematical knowledge, each measure requires the student to demonstrate a skill that provides a foundation for the latter acquisition of formal mathematics taught in school.
Students orally count, identify numbers, identify the bigger number from a pair, and identify the missing number from a number line. Each task is one minute and designed to represent a critical early numeracy skill for kindergarten and first grade students.
The four aimsweb TEN assessments are used to identify students at risk and monitor the progress monitor of all students in Kindergarten and early Grade 1 as they move on the pathway to good math skills.