FAST earlyMath

Match Quantity

Cost

Technology, Human Resources, and Accommodations for Special Needs

Service and Support

Purpose and Other Implementation Information

Usage and Reporting

Initial Cost:

$7.00 per student

 

Replacement Cost:

$7.00 per student (for 2018-19 school year; annual license renewal fee subject to change)

 

Included in Cost:

FAST™ assessments are accessed through an annual subscription offered by FastBridge Learning, priced on a “per student assessed” model. The subscription rate for school year 2018–19 is $7.00 per student. There are no additional fixed costs. FAST™ subscriptions are all- inclusive providing access to: all FAST™ reading and math assessments for universal screening, progress monitoring and diagnostic purposes including Computer Adaptive Testing and Curriculum-Based Measurement; Behavior and Developmental Milestones assessment tools; the FAST™ data management and reporting system; embedded online system training for staff; and basic implementation and user support.

 

In addition to the online training modules embedded within the FAST™ application, FastBridge Learning offers onsite training options. One, two, and three-day packages are available. Packages are determined by implementation size and which FAST™ assessments (e.g., reading, math, and/or behavior) a district intends to use: 1-day package: $3,000.00; 2-day package: $5,750.00; 3-day package: $8,500.00. Any onsite training purchase also includes a complimentary online Admin/Manager training session (2 hours) for users who will be designated as District Managers and/or School Managers in FAST. Additionally, FastBridge offers web-based consultation and training delivered by certified FAST™ trainers. The web-based consultation and training rate is $175.00/hour.

Technology Requirements:

  • Computer or tablet
  • Internet connection

 

Training Requirements:

  • Less than 1 hour of training

 

Qualified Administrators:

  • No minimum qualifications specified

 

Accommodations:

The application allows for the following accommodations to support accessibility for culturally and linguistically diverse populations:

  • Enlarged and printed paper materials are available upon request.
  • Extended time in untimed portions of earlyMath.
  • Extra breaks as needed.
  • Preferential seating and use of quiet space.
  • Proxy responses.
  • Use of scratch paper.

 

Where to Obtain:

Website:

www.fastbridge.org

Address:

FastBridge Learning, LLC

520 Nicollet Mall, Suite 910, Minneapolis, MN 55402

Phone:
612-254-2534

Email:
sales@fastbridge.org


Access to Technical Support:

Users have access to ongoing technical support.

FAST™ earlyMath Match Quantity is used to monitor student progress in early mathematics in the early primary grades and assesses the student’s ability to correctly match a quantity of dots to a numeral, given a choice of four numerals. An understanding of the association between real world quantities and formal symbols is a key developmental marker in early numeracy (Griffin, 2008). As the student points to the numeral that corresponds to the number of dots presented, the examiner marks any errors on his/her copy of the score form. The resulting score is the total number of items responded to correctly.

 

Assessment Format:

  • Individual

 

Administration Time:

  • 1 - 4 minutes per student

 

Scoring Time:

  • Less than 1 minute per student

 

Scoring Method:

  • Calculated automatically

 

Scores Generated:

  • Percentile Score
  • Raw Score
  • Developmental Benchmarks

 

 

 

Reliability

GradeK
RatingHalf-filled bubble

Justify the appropriateness of each type of reliability reported:

For reliability evidence alternate-form reliability and inter-rater reliability are presented. Alternate-form reliability is an appropriate measure of reliability for FAST™ earlyMath Match Quantity as a performance level score because students take alternate forms at each screening time point, so consistency in the rank order of scores over forms is important.

Inter-rater reliability is an appropriate measure of reliability for FAST™ earlyMath Match Quantity because examiners score each assessment, so the variability they introduce into scores is important to evaluate.

 

Describe the sample characteristics for each reliability analysis conducted:

No qualifying evidence provided.

 

Describe the analysis procedures for each reported type of reliability:

Students were tested on multiple forms in two weeks or less. Alternate-form reliability coefficients were estimated by calculating the Pearson product moment correlations between scores for each combination of forms. Inter-rater reliability coefficients were estimated by calculating the percent of agreement between scorers. The coefficients below represent the median of those correlations. Confidence intervals represent 95% confidence intervals.

Type of Reliability

Age or Grade

n

Coefficient

Confidence Interval

Alternate Form

Kindergarten

38

0.61

0.35, 0.78

Inter-rater

Kindergarten

45

0.93

0.87, 0.96

 

Validity

GradeK
RatingEmpty bubble

Describe and justify the criterion measures used to demonstrate validity:

The criterion measure for both validity analyses is the Measures of Academic Progress for Primary Grades – Math (MAP). The MAP is an appropriate criterion because it measures a construct hypothesized to be related to FAST™ earlyMath Match Quantity.

 

Describe the sample characteristics for each validity analysis conducted:

No qualifying evidence provided.

 

Describe the analysis procedures for each reported type of validity:

Validity coefficients were calculated by computing Pearson product moment correlations between FAST™ earlyMath Match Quantity and the criterion measure. Confidence intervals represent 95% confidence intervals.

Type of Validity

Age or Grade

Test or Criterion

n

Coefficient

Confidence Interval

Concurrent

Kindergarten

Measures of Academic Progress (MAP)

220

0.46

0.35, 0.56

Predictive

Kindergarten

MAP

215

0.57

0.47, 0.66

 

Describe the degree to which the provided data support the validity of the tool:

The validity coefficients provide moderate to strong evidence for the use of FAST™ earlyMath Match Quantity as a measure of early numeracy skills.

 

Bias Analysis Conducted

GradeK
RatingNo

Have additional analyses been conducted to establish whether the tool is or is not biased against demographic subgroups (e.g., students who vary by race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)?

Bias Analysis Method: No qualifying evidence provided.

Subgroups Included: No qualifying evidence provided.

Bias Analysis Results: No qualifying evidence provided.

Sensitivity: Reliability of the Slope

GradeK
Ratingdash

Describe the sample used for analyses, including size and characteristics:

No qualifying evidence provided.

 

Describe the frequency of measurement:

No qualifying evidence provided.

 

Describe reliability of the slope analyses conducted with a population of students in need of intensive intervention:

No qualifying evidence provided.

Sensitivity: Validity of the Slope

GradeK
Ratingdash

Describe and justify the criterion measures used to demonstrate validity:

No qualifying evidence provided.

 

Describe the sample used for analyses, including size and characteristics:

No qualifying evidence provided.

 

Describe predictive validity of the slope of improvement analyses conducted with a population of students in need of intensive intervention:

No qualifying evidence provided.

 

Describe the degree to which the provided data support the validity of the tool:

No qualifying evidence provided.

Alternate Forms

GradeK
Ratingdash

Describe the sample for these analyses, including size and characteristics:

No qualifying evidence provided.

 

Evidence that alternate forms are of equal and controlled difficulty or, if IRT based, evidence of item or ability invariance:

No qualifying evidence provided.

 

Number of alternate forms of equal and controlled difficulty:

No qualifying evidence provided.

Decision Rules: Setting and Revising Goals

GradeK
Ratingdash

Specification of validated decision rules for when goals should be set or revised:

No qualifying evidence provided.

 

Evidentiary basis for these rules:

No qualifying evidence provided.

Decision Rules: Changing Instruction

GradeK
Ratingdash

Specification of validated decision rules for when changes to instruction should be made:

No qualifying evidence provided.

 

Evidentiary basis for these rules:

No qualifying evidence provided.

Administration Format

GradeK
Data
  • Individual
  • Administration & Scoring Time

    GradeK
    Data
  • 1-4 minutes
  • Scoring Format

    GradeK
    Data
  • Computer-scored
  • ROI & EOY Benchmarks

    GradeK
    Data
  • Not Available
  • Specify the minimum acceptable rate of growth/improvement:

    No qualifying evidence provided.

     

    Specify the benchmarks for minimum acceptable end-of-year performance:

    No qualifying evidence provided.