Early Grade Mathematics Assessment (EGMA)

EGMA is an assessment of early mathematics learning, with an emphasis on number and operations. The Core EGMA consists of six subtests (referred to as tasks in the instrument) that, taken together, can produce a snapshot of children’s knowledge of the competencies that are fundamental in early grade mathematics. These competencies (and their respective subtest titles) include number identification (Number Identification), reasoning about magnitude (Number Discrimination), recognition of number patterns (Missing Number), addition and subtraction (Addition and Subtraction, Levels 1 and 2), and word problems (Word Problems).

Constructs Being Measured
Primary: 
Numeracy
How to Access and Cite

Contact the Teach For All TACL team for more information on this resource.

Outcome Families
Well-being
Connectedness
Awareness
Agency
Mastery
Programmatic Purpose
Classroom-level data and feedback
Program-level monitoring and evaluation
Instrument Characteristics
Type of items: 

Six set of tasks that assess children’s early mathematical skills. All questions are administered orally and on an individual basis.

Original target population: 

Grades 1-3

Format: 
Cognitive Assessment (oral)
Applicable Grade Levels
Pre-primary
Primary
Secondary
Post-secondary
Rationale

EGMA identifies gaps in the mathematics education that children are receiving at an early age. To address this skill differential, students with limited “number sense” may need to be identified early and provided with targeted interventions that provide extra support in learning fundamental mathematical concepts.

Points to Consider

For more guidance on measuring student learning and best practices in adapting measurement tools to your contexts, check out the Portal page on Monitoring and Evaluation. You can also contact Alvin Vista (Knowledge Lead, Student Outcomes) and Robbie Dean (Director of Research) for specific questions.