**Purpose: **Designed to identify specific mathematical concepts
in which a student is lacking.

**Population: **Grades 1.5 to 6.5.

**Score: **Four scores.

**Time: **(95-110) minutes.

**Authors: **Leslie S. Beatty, Richard Madden, Eric F. Gardner, and
Bjorn Karlsen.

**Publisher: **The Psychological Corporation.

**Description: **The Stanford Diagnostic Mathematics Test (SDMT)
was designed to identify those specific mathematical concepts and skills
on which a student is making less than satisfactory progress. Covering
the mathematical content of grades 1 through 8, the test is divided into
four levels, (two grades per level) and three areas: Number System and
Numeration, Computation, and Applications. It may be administered to single
individuals or to groups, and permits both norm-referenced and content-referenced
interpretations.

**Scoring: **The three subtests produce raw scores that can be converted
into percentile ranks, stanines, grade equivalents, and scaled scores for
each of the three subtests and for the total score.

**Reliability: **Reliability estimates for the subtests are presented
as KR20 coefficients and alternate-form coefficients. The reliability values
are acceptably high, but most users will probably be more interested in
focusing on the Domain and Cluster scores for diagnostic purposes. The
manual indicates that the Domain scores may be interpreted if considerable
caution is used; however, few Cluster scores can be interpreted with an
acceptable degree of confidence, since not many of the reliability values
even reach .70.

**Validity: **Evidence for criterion-related validity consists of
correlations between the subtests and the corresponding Mathematics Tests
of the Stanford Achievement Test, all of which exceed .66. These values
constitute evidence of reasonable validity for the subtests.

**Norms: **The national standardization sample was stratified on
socioeconomic status, district enrollment, and geographical area. A comparison
of the sampled districts with the total U.S. public schools on geographical
area and district enrollment shows favorable agreement, but no SES data
are presented in the manuals.

**Suggested Uses: **Recommended for use in assessing mathematical
achievement in educational and research settings.