by Virginia Brown, Mary Cronin, Elizabeth McEntire
Purpose: Used to identify, describe, and quantify mathematical deficits in school age children
Age: 8 to 18.11yrs
Admin: Group or Individual
Time: 60 to 90 minutes
Qualification Level: B (Specialist Teacher)
The Test of Mathematical Abilities - Third Edition (TOMA-3) is an easily administered, norm-referenced, assessment tool used to identify, describe, and quantify mathematical deficits in school age children. Specifically, it can be used to identify students who are significantly behind their peers in mathematical knowledge and to determine the magnitude (below average, poor, or very poor) of any mathematical problems.
New Features of the TOMA-3
- All new normative data were collected from a demographically representative sample of the 2011 U.S. school-age population.
- The composite score has neither floor nor ceiling effects.
- Studies showing the absence of gender and ethnic bias have been expanded.
- Reliability coefficients have been computed by age and by subgroup within the normative sample (i.e., male, female; White, Black/African American, Hispanic, Asian/Pacific Islander, American Indian, gifted and talented, Attention-deficit/hyperactivity disorder and dyscalculia), as well as for the entire normative sample.
- Numerous validity studies, including sensitivity, specificity, and ROC/AUC, have been provided.
- The Mathematics in Everyday Life subtest replaces the General Information subtest, and Mathematical Symbols and Concepts subtest replaces the Vocabulary subtest.
- The updated manual contains extensive information concerning the content of the subtests and substantially more technical information than was provided in previous editions
The TOMA-3 has one supplemental and four core subtests. The results of the core subtests can be combined to form an overall Mathematical Ability Index
- Mathematical Symbols and Concepts - Students answer a series of multiple-choice questions that relate to mathematical signs, symbols, words, or phrases.
- Computation - Students solve a series of problems that increase in difficulty.
- Mathematics in Everyday Life - Students answer a series of multiple-choice questions that relate to the use of mathematics in everyday life.
- Word Problems - Students solve a series of increasingly difficult word problems.
- Attitude Toward Math (Supplemental) - Students express their attitudes about mathematics instruction and their self-perceptions regarding their own abilities and achievement. For each statement the student marks one of four boxes (Yes, definitely!; Closer to Yes; Closer to No; No, definitely!)
- Mathematical Ability Index - Represents a broad range of the features and systems associated with mathematical ability. It is highly reliable because it is composed of more than one subtest.
- Statistical and Technical Characteristics of the TOMA-3
- Norms: The TOMA-3 is normed on 1,456 students aged 8-0 through 18-11 years living in 21 states.
- Scores: Mathematical Ability Index, Age and Grade Equivalents, Subtest Scaled Scores, Percentile Ranks, and SEM’s.
- Reliability: Content, time, and scorer coefficients are consistently high.
- Validity: Content-description, criterion-prediction, and construct-identification provide strong support that the TOMA-3 is a valid measure