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Running head: CLINICAL EVALUATION OF KEYMATH

Clinical Evaluation of KeyMath Revised

Ryleigh Murray
SPE 346, Spring 2016 Semester
Missouri State University

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Running head: CLINICAL EVALUATION OF KEYMATH
Identification Data
Name: Alex
Examiner: Ryleigh Murray
Date of Evaluation: April 6, 2016
Date of Birth: December 6, 2004
Chronological Age: 11 years, 4 months, and 0 days
Test: KeyMath-Revised
Report: 5
Assessment Questions
1.

What is Alexs present grade level of performance in math skills compared to the
same age national norm group?

2.

In which specific areas Basic Concepts, Operations, and/or Applications does

Alex show strengths or weaknesses?

Test Description
The KeyMath Revised is an individually administered assessment that can
provide a comprehensive assessment of the students understanding and application of
important mathematics concepts and skills. KeyMath-R is a norm-referenced test with
norms provided for grade levels from kindergarten through grade 9. The students
performance is compared with others of the same age by using normative scores such as
percentile ranks, standard scores, grade and age equivalents scores, stanines, and normal
curve equivalents (NCEs). Test results can be used for general or remedial instruction, as
part of a comprehensive evaluation, for pretest and posttest assessment, and for
curriculum assessment (Connolly, p.1-2).

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Running head: CLINICAL EVALUATION OF KEYMATH
KeyMath-R is a battery of tests measuring mathematic concepts and skills
covering 13 subtests in three areas - Basic Concepts, Operations, and Applications. The
Basic Concepts area measures foundation of mathematical knowledge including
numeration, rational numbers, and geometry. The Operations area measures
computational skills such as addition, subtraction, multiplication, division, mental
computation. The Applications area measures ability to make practical use of knowledge
of skills in mathematics including measurement, time/money, estimation, interpreting
data, and problem solving (Connolly, p. 42).
The KeyMath-R was standardized in 1985 and 1986 using a sample of 1,798
students in kindergarten through grade 9, stratified on variables such as grade, gender,
parental education, race/ethnicity, geographic region, and educational placement
(Connolly, p. 44-45). Key Math-Rs reliability and validity was reported as satisfactory.
(Connolly, p.63,72).

Description of Test Behavior and Conditions

Arrangements were made to test Alex in his home on April 6, 2016. The living
room was comfortable with good lighting and provided adequate seating. After
establishing rapport, the examiner explained to Alex that he would be given a math test
that had 13 sub-sections. Alex told the examiner that he was good at math. Alex was told
if he did not know the answer to a question, he should give his best guess, but the
examiner was not allowed to help her. Alex was attentive and worked diligently
throughout the testing session, as evidenced by his continued focus on each math item.

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Running head: CLINICAL EVALUATION OF KEYMATH
He displayed confidence in his answers and appeared pleased when he responded to test
items.
Assessement Results:

KEYMath SCORES
Test

Raw Score

Basic Concepts

59

Operations

83

Applications

84

Total Tests

226

Subtest

Raw Score

Standard
Score

125

Percentile
Rank

Grade
Equivalen
t (yearsmonths)

Standard
Score SEM
Confidence
Interval 68%

95%ile

12.4

95+ 4
(91-99)

136

99%ile

12.9

103+ 4
(99-107)

117

87%ile

8.9

91 4
(88-94)

94%ile

9.9

123

Scaled
Score

Percentile
Rank

932
(91-95)
Standard
Score +
Confidence
Interval 68%

Numeration

22

13

84%ile

13 1.2
(11.8-14.2)

Rational
Numbers

15

14

91%ile

14 1.0
(13-15)

Geometry

22

15

95%ile

15 1.2
(13.8-16.2)

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Running head: CLINICAL EVALUATION OF KEYMATH
Addition

18

18

Above
99%ile

18 2.0
(16-20)

Subtraction

15

14

91%ile

14 1.4
(12.6-15.4)

Multiplication

16

16

98%ile

16 1.2
(14.8-17.2)

Division

16

17

99%ile

17 1.4
(15.6-18.4)

Mental
Computation

18

19

Above
99%ile

Measurement

20

14

91%ile

14 1.6
(12.4-15.6)

Time and
Money

24

17

99%ile

12 1.4
(10.6-13.4)

Estimation

13

13

84%ile

15 2.0
(13-17)

Interpreting
Data

16

14

91%ile

15 1.4
(13.6-16.4)

Problem
Solving

11

11

63%ile

19 1.2
(17.8-20.2)

12 1.8
(10.2-13.8)

Summary and Implications

According to the KeyMath manual, performance in the three content areas and on
the overall test was reported in units called standard scores. These scores ranged from a
low of about 55 to a high of about 145, with scores between 85 and 115 representing
average. Using standard scores, Alexs performance was compared in the three content
areas and on the overall test with the performance of a national referenced (norm) group

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Running head: CLINICAL EVALUATION OF KEYMATH
of students of the same grade. Because factors such as motivation, self-confidence, and
concentration can vary from day to day, the scores are best interpreted in ranges
(Connolly, p.42).
Alexs Total Test Score was an overall measure of his performance in the three
content areas: basic concepts, operations, and applications. His obtained standard score of
123 fell in the above average range with a corresponding percentile rank of 94 suggesting
Alexs score was equal to or better than of 94% of the 5th grade students on which the
test was normed. Based on test results, Alexs overall score was 1 standard deviation
above average (+1SD).
In the Basic Concepts area, Alexs standard score was 125. This score suggest
that Alexs skills were +1 SD above average. Alex scored +1SD in Numeration, Rational
Numbers and Geometry.
In the Operations area, Alexs standard score of 136 placed his performance at the 99th
percentile, suggesting that he scored +2SD above average. In Mental Computation Alex
scored +3SD above average. In Addition, Multiplication, Division Alex scored +2SD
above average.
In the Applications area, Alexs standard score of 117 placed his performance at
the 87 percentile. Meaning, Alex scored +1SD above average. Alexs scores in the
Measurement, Time and Money, Problem Solving were +SD above average. In Time and
Money and Estimation Alex scored +2SD above average.

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Running head: CLINICAL EVALUATION OF KEYMATH
Recommendations
Based on test results, continue work with sets of problems that require Alex to
practice mathematic problems is recommended. Enrichment activities that provide
opportunities to further develop skills appear appropriate, including reading about
statistical information from sports to further his enjoyment for sports and mathematical
thinking. Also can provide opportunities to participate in contests such as Mathematical
Olympiads activities (Vaughn, Bos & Schumm 2011). These activies can provide the
opportunity to explore and become familiar with games and occupations utilizing strong
math skills. Also, including problem solving math that relates to the real world

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Running head: CLINICAL EVALUATION OF KEYMATH
References
Connolly, A. J. (1988, 1998). Examiners manual: KeyMath Revised. Minnesota:
American Guidance Service, Inc.
Vaughn. S., Bos., C., Schumm. (2011). Teaching students who are Exceptional, Diverse,
and At Risk in the General Education Classroom. Pearson Education, Inc.