Jenny Gieselman

EA 749

Test Review - Option #1

Name of the Test - CAT (computer adaptive test) FastBridge Assessment

Publisher’s Data:
Name: Formative Assessment System for Teachers

Address: 43 Main Street

Minneapolis, MN 55414

Phone Number: 612-424-3714

E-mail: help@fastbridge.org

Test Ordering Information:

Webpage: www.fastbridge.org

Current Test Cost: According to FastBridge’s website it costs $6 per student per year for all the
assessments, tools, and materials.

Sales Contact: info@fastbridge.org

Purpose of the test: While providing a vast set of potential uses the FAST assessment was
created with the teacher in mind. Through research the FastBridge assessments were created
with MTSS (Multi Tiered System of Supports) in mind for early intervention and prevention.
Ultimately researchers created the FAST cloud-based technology to develop the use of
assessments for learning. The Fast CAT provides a reliable measure of broad achievement and
predict high-stakes test outcomes with high accuracy. The adaptive tests automatically adjust to
students’ skill levels to inform instruction and reliably and accurately identify MTSS/RTI
grouping.

Administration Information
Length of Each Battery of Tests:
aReading - 15-30 minutes
aMath - 20-30 minutes
FAST promises to reduce testing time by 50-95%

Test Modifications:
The computer adaptive test adapts to each student’s individual needs throughout the test.

Training Level required for administration and scoring:

No training is required, although FAST provides a number of online modules and tutorials for
educators and staff. The only thing the administrator of the test needs is a username, from there
the administration and scoring are fully automated.

Number of Students:
It can be given individually or in a group environment

Consumable or Reusable:
The assessment is based on a yearly fee for each child. The test than can be administered
throughout the year, the recommendation is 2-3 times per year. Although they also provide
progress monitoring assessments for more regular assessment for intervention. It is a cloud-
based system so the assessments are done right on electronic devices, therefore, making them
reusable.

Scoring and interpretation information

The scoring is automated through browser-based software. Therefore, no scoring directions are
needed. FastBridge Reports display students’ scores, risk levels according to benchmark targets,
local norms, and more–all in one convenient reports interpreting test data.

What basis are the face validity of the test questions and content defined?
The FastBridge assessments are clearly defined by content and Common Core Standards. On
their website it explained the process for choosing the standards for both reading and math, they
called these “anchor standards.” From there they explained how those standards were broken
apart.
It is clear that their research has never stopped. Their multiple measures of validity including
content and criterion-related validity are spelled out on their website. Both the reading and math
assessments were designed with the intent to address specific criteria to maximize utility and
sensitivity.
Comparing their test to other tests, many extensive field tests were conducted to establish
appropriate items for their assessments. Then, after creating the items numerous pilots were
done. Upon receiving the information from the pilot assessments data was disaggregated.
The validity of FastBridge assessments seems extremely important to FastBridge, and their
alignment to common core subgroups and clusters is evident on their website. Their research
and documentation was extensive.
Quality and representativeness of the normative reference group:
FastBridge calculates and reports the percentile ranks of scores relative to same-grade peers in
their class, school, and other FAST users around the nation. The percentiles are put into color
coded bands to help with resource allocation, MTSS, and early intervention.
Less than 19.99th - Red
20th-29.99th - Orange
30th-84.99th - Green
Greater than 85th - Blue

FastBridge reports provide tri-annual grade-level benchmarks, which generally correspond with
the 15th and 40th percentile on national norms, according to FastBridge’s website.

What is the reliability and standard error of measurement for each subtest and total scale?
According to fastbridge.org, the website claims, “There is no threat to inter-rater reliability
because assessments are electronically scored...error refers to unintended factors that contribute
to changes in scores. Other forms of reliability evidence include internal consistency (the extent
to which different items measure the same general construct and produce similar scores), and
reliability of the slope (the ratio of true score variance to total variance). Overall FastBridge
Learning assessments show evidence of reliability coefficients that show promise for producing
little test error.”

Published validity of the measure and how it was determined?

According to Fastbridge.org, establishing validity is ongoing. Validity will be interpreted as
disaggregated data across gender, racial, ethnic, and cultural groups. The assessments were
made to be sensitive to student growth and provide instructionally relevant information. Current
research supports validity in FastBridge’s reading and math assessments.

Overall impression of the test? FastBridge seems to be based around research and getting it
right for both students, educators, and parents. Their ongoing research and studying of their data
shows they seems to be committed to reliability and validity. The fact that the tests claimed to
be shorter than many standardized tests was also appealing. This would allow the instructor to
focus more on the instruction than testing.

Does it seem to be appropriate and linked to its measurement goals? FastBridge aims to
provide assessments for learning. The computer adaptive tests make the assessment more
individualized, while still comparing students to their peers both in their class and across the
nation. This allows the instructor to identify those students who are considered “At-risk.” This
test does seem to be appropriate and linked to its measurement goals.
If you had a choice, would you recommend the test you have reviewed for use in your
school? Explain why or why not. According to FastBridge their mission is to provide an
integrated solution for Prek-12 teaching, learning, and assessment. Through the vast assessments
and tools available on the website this seems to be true. From curriculum based measurements
to computer adaptive tests, FastBridge seems to have a vast amount of tools and assessments to
help educators and parents assess where the student is and where they need to go. FastBridge
seems to be rich with research, which shows that they want their test to have validity and
reliability. Their extensive data and research is another reason it seems appealing. Overall, I
would recommend our district look into FastBridge.