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How can you know if your child is doing well in Math?

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In our education system, schools have been given the responsibility of educating our children. In most cases, a school will adopt one of the many existing curricula and align its teaching to the objectives of that curriculum.

Through the year the school will assess its students to check what they have learned and this is often reported on a scorecard at the end of the year. However, one cannot read too much into these scores. They can vary wildly based on many factors that have nothing to do with the attainment of the curriculum objectives.

Variation in teaching, the content covered or skipped, the difficulty level of a test will all play a role in the eventual score. This effectively renders that score inaccurate and unhelpful if one wants to truly know how good a child is at a particular subject. In the context of mathematics, it is impossible to look at the test score and reliably estimate the mathematical ability and proficiency of a child.

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This is a serious problem, especially for parents. Based on the test scores received in schools there is no way to figure out what the child has actually learned and where his or her deficiencies are.

Of course, there is a standardised assessment in Grade 10. This becomes the first time that a child’s content knowledge is tested on a relatively more even footing. But often for a child, this is too late. Conceptual deficiencies that built up since primary school aren’t addressed and as a direct result of that, students under-perform relative to their true potential. Parents who have been left in the dark for all the years leading up to this exam have to now accept the horribly inaccurate tag that their child is not good at math.

The need of the hour is a simple, reliable and non-taxing standardised assessment that a child can take at any grade level or any time of the year to get a sense of what their attainment levels are. At least for mathematics, that problem is now solved.

The Cuemath Benchmark Test (CBT) is a short, simple and most importantly, a reliable assessment that will tell teachers or parents how a child is doing in mathematics. It is designed for kids from grades 1 to 8. It will highlight the child’s strengths as well as weaknesses and will allow the subsequent teaching to be customised so that teachers’ and parents’ efforts can be well directed.

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The benchmark test is a formative assessment which means that it does not assume that the child knows a concept that is being tested. Instead, it quickly gauges the level of mathematics proficiency that the child is at and gives parents and teachers the necessary inputs to support the child’s further growth.

The Cuemath Benchmark Test reports two scores. First is a measure of the child’s knowledge of mathematics which is generally the focus of school curricula. Second is a score that measures a set of skills that are considered critical to developing a thorough mathematical and scientific aptitude. These skills are almost never emphasised at school in India which means most Indian children lag behind their peers from countries such as Singapore and Finland (both Singapore and Finland are well known for their math education and children from schools in these countries rank consistently at the top in international math assessments).

 

This benchmark test is entirely online but can be taken only at certified Cuemath centres so that consistency and reliability are maintained. Through this test, parents can not only get an accurate picture of their child’s math proficiency and ability they will also be able to see where their child stands relative to global benchmarks.

The test arms parents with accurate and sufficient knowledge to be active participants in their child’s math education. So if you are a parent, head to the nearest Cuemath centre to get an accurate picture of your child’s math ability.

Want to know where your child requires more help in math? Find your nearest center and get a free CBT.

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Nikhil Pawar

Nikhil is the Head of Curriculum at Cuemath. He is an astrophysics graduate with an M.Phil. in educational research from Cambridge University.

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