Group Mathematics Assessment and Diagnostic Evaluation (GMADE)

The GMADE™ (Group Mathematics Assessment and Diagnostic Evaluation) is a diagnostic mathematics test that measures individual student skills in the main areas of math, and helps K-12 educators pinpoint areas where students need instruction. The assesmsent aligns with standards by the National Council of Teachers of Mathematics (NCTM) and can be used for growth monitoring, strengths and areas for improvement identification, and student placement.
Grades
K-12
Languages
English
Domains
Topic
Subtopics
Number Sense, Number Properties and Operations, Measurement, Geometry, Data Analysis and Probability, Patterns, Counting, Spatial Sense, Representation
Length
50-90 minutes
Price
$5.25 per student subscription per school year (unlimited administrations); GMADE Technical Manual (All Levels) $41.25.
Training
Pearson professional development courses are avaiilable.
Qualifications
Level A (No special qualifications to purchase)
Open Access
No
Administration
Group,
Individual
Scoring
Computer scoring
Referencing
Norm-referenced
Resources on Psychometric Properties
Group Assessment and Diagnostic Evaluation. (n.d.). Retrieved July 9, 2019, from Center on Response to Intervention website: https://rti4success.org/group-assessment-and-diagnostic-evaluation-grou…
Instrument Use in Peer-Reviewed Studies

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Im, Soo-hyun; Slater, Susan C. (2018). A Multi-State Study Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving. Society for Research on Educational Effectiveness;

Jitendra, Asha K.; Harwell, Michael R.; Karl, Stacy R.; Slater, Susan C.; Simonson, Gregory R.; Nelson, Gena. (2016). A Replication Study to Evaluate the Effects of Schema-Based Instruction on Middle School Students' Proportional Problem-Solving Performance. Society for Research on Educational Effectiveness.;

Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., & Slater, S. C. (2015). Effects of a Research-Based Intervention to Improve Seventh-Grade Students’ Proportional Problem Solving: A Cluster Randomized Trial. Journal of Educational Psychology, 107(4), 1019–1034. https://doi.org/10.1037/edu0000039