|Name of test||Access Mathematics Tests (1 and 2) – Second Edition|
|Version||Second Edition (AMT2)|
|Previous version(s)||AMT, AMT2|
Assessment to identify strengths and weaknesses in key maths skills. A wide-ranging, standardised and flexible assessment for pupils aged between 7 and 16.
Scores for 7 different strands (number, operations, algebra, fractions including ratio, geometry, measures, statistics including probability). However, all administered in a single test (not subtests).
|Publisher||RS Assessment from Hodder Education|
|Age range||7–16+ years|
|Key Stage(s) applicable to||KS1, KS2, KS3, KS4, KS5|
|UK standardisation sample||Yes|
|Validity measures available?||Yes|
|Reliability measures available?||Yes|
|Note whether shortlisted, and reasons why not if relevant||Shortlisted|
|Additional information about what the test measures||
Maths (number, operations, algebra, fractions including ratio, geometry, measures, statistics including probability)
|Are additional versions available?||
Test 1 is for year 2 to year 6, Test 2 is for year 5 to year 9. Both Test 1 and Test 2 have two parallel forms (form A and form B) to allow retesting. There is an AMT interactive version (digital) as well as the paper version.
|Can subtests be administered in isolation?||
|Administration group size||
Individual, small group, whole class
45 minutes. Test 1 can be shortened for pupils in years 5, 6 and 7 by omitting the first 15 or first 30 questions and assuming them correct.
|Description of materials needed to administer test||
Test sheet and pencil or pen. Interactive version on computer or tablet (calculators are not allowed).
|Any special testing conditions?||
Electronic or paper and pencil
|What device is required||
Computer or tablet
|Progress through questions||
|Is any prior knowledge/training/profession accreditation required for administration?||
Not stated (no)
|Is administration scripted?||No|
|Description of materials needed to score test||
|Types and range of available scores||
Raw scores, standard scores; by age (70–130) or cohort/year (60–150), percentiles, mathematics age equivalents (Test 1: 6;8 to 12;0; Test 2 10;0 to 15;11), average scores for each year cohort, strand performance indicators.
|Score transformation for standard score||
Two alternative standardised scores: (1) by year cohort and (2) age standardised scores
|Age bands used for norming||
1 month for age standardised scores
Simple manual scores key—clerical skills required OR computer scoring with manual entry of responses from paper form using an online service
|Does it adequately measure literacy, mathematics or science?|
|Does it reflect the multidimensionality of the subject?||
|Construct validity comments (and reference for source)||
Generic measure of mathematics designed with strands aligned to the curriculum. The only statistical evidence of construct validity a significant correlation between test score and age reported in the administration manual (McCarty, 2018). Pearson's r correlation of Test 1 with age is 0.70. Pearson's r correlation for Test 2 is 0.26. This indicates the asssociation with age reduces with older participants, which is typical of measures of attainment.
|Does test performance adequately correlate with later, current or past performance on a criterion measure of attainment?|
|Summarise available comparisons||
None available to review.
|Is test performance reliable?|
|Summarise available comparisons||
Excellent internal consistency is reported in the administration manual (McCarty, 2018). Cronbach's alpha—Test 1: 0.96 for form A and 0.97 for form B. Test 2: 0.92 for form A and 0.93 for form B. However, no information is given about the sample. No information is provided about temporal stability or equivalence reliability.
Is the norm-derived population appropriate and free from bias?
|Does the standardisation sample represent the target/general population well?||No|
|If any biases are noted in sampling, these will be indicated here.||
Norming sample size is excellent, however no information is given about sample selection or representativeness. Norming was conducted in 2007, and although an equating study was conducted between 2014 and 2016, no changes were made to the standardisation and the results of the study are not provided. All testing was carried out in June and July, i.e. at the end of a school year. Therefore scores may not be an accurate reflection of scores at the start or middle of the school year. Participants completed both versions in an invariant order (A followed by B), which might have resulted in order effects.
McCarty, C. (2018). Access Mathematics Tests: Tests 1 and 2, Forms A & B: Second Edition Manual (Second ed.). London, UK: RS Assessment from Hodder Education.