Our math assessments are *not *inherently fluency-based, although there are timing recommendations for administering them in the teacher’s manual…and teachers have the flexibility to time them if they wish. In an attempt to target students’ math knowledge/skills most directly, the problems on each test type are multiple choice, not “text-heavy”, typically require between 1-3 computational steps, and allow students to use a variety of strategies to solve each problem.

Computational fluency is not always a product of an assessment, but rather a teaching/learning/thinking strategy in which students demonstrate flexibility in the way they go about solving math problems…with both efficiency and accuracy. For example, to build computational fluency, teachers can use things like flash cards, math fluency games, fluency centers — in which students move from center to center on a timed basis, each center focusing on a certain computational skill or set of skills, etc.

If teachers want a strictly skill-based computational fluency assessment, they can create or find test(s) that targets the skill(s) that they want to be readily accessible and usable by their students. An easy example of this would be a teacher giving a sheet of 25 addition, subtraction or multiplication problems and timing students on how quickly and accurately students completed them.

The CBMSkills assessments, available free of charge with Teacher Deluxe and District easyCBM accounts, include more math items that directly assess students’ skills in computation. The CBMSkills measures are designed to be used to monitor mastery of smaller discrete skills in mathematics, particularly for students in elementary school grades. You can access the CBMSkills assessments on CBMSkills.com.