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Each subtest targets specific counting, language-related math concepts, or semantic/visual-math abilities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How is the screening version of the FAM structured?",{"text":68,"@type":64},"The screening version includes three subtests, one from each domain: Sequences (procedural index), Linguistic Math Concepts (verbal index), and Number Comparison (procedural index).",{"name":70,"@type":61,"acceptedAnswer":71},"What behavioural observations are prompted for some subtests?",{"text":72,"@type":64},"The guidance prompts observations such as skipping lines, uneven tempo, accuracy versus speed, attempting to count, counting on fingers, verbal counting, working out answers, and specific strategies like an “Ones” approach. It also encourages frequency analysis with qualitative labels such as “acceptable,” “elevated,” and “highly elevated.”",{"name":74,"@type":61,"acceptedAnswer":75},"What limitations and cautions are stated for using FAM?",{"text":76,"@type":64},"The document notes norms are based on a US sample and that there is no normative data above 21 years. 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Screening form kit £232.00. |\n| Date of standardisation | 2013 (US) |\n| Age range | Assessment of prekindergarten through to college students (ages 4-21 years) . |\n| What it tests | The full FAM consists of 19 subtests. Each sub-test maps onto three domain indexes (procedural, verbal and semantic) .\u003Cbr>Procedural Index\u003Cbr>• Forward Number Count – to orally identify the number that follows a given number and to count forward by various increments.\u003Cbr>• Backward Number Count – to orally identify the number that precedes a given number and count backwards by various increments.\u003Cbr>• Numeric Capacity – to repeat a series of numbers that increase in digit length.\u003Cbr>• Sequences –to identify missing pictures and numbers from patterns of sequences that get progressively more challenging. This measures the ability to count, order and sequence numbers and tests symbolic memory capacity.\u003Cbr>• Object Counting – to count various objects using picture cues and match numerals to their corresponding amounts.\u003Cbr>Verbal Index\u003Cbr>• Rapid Number Naming – to name as many numbers presented in an array as possible in 30 seconds.\u003Cbr>• Additional Fluency – to solve as many simple addition problems presented in an array as possible in 30 seconds.\u003Cbr>• Subtraction Fluency – to solve as many simple subtraction problems presented in an array as possible in 30 seconds.\u003Cbr>• Multiplication Fluency – to solve as many simple multiplication problems presented in an array as possible in 30 seconds.\u003Cbr>• Division Fluency – to solve as many simple division problems presented in an array as possible in 30 seconds.\u003Cbr>• Linguistic Math Concepts – answer questions relating to |\n\n\n|  | various mathematical terms that get progressively more challenging. This measures the understanding of the language of Mathematics and automatic fact retrieval.\u003Cbr>Semantic Index\u003Cbr>• Spatial Memory – to identify an abstract shape after a 5-second delay. The target image may be rotated or turned.\u003Cbr>• Equation Building – to select the correct equation to answer mathematical word problems.\u003Cbr>• Perceptual Estimation – to identify which of two containers has more and to estimate the number of items in each picture without counting.\u003Cbr>• Number Comparison-to work at speed in identifying the larger number from a pair of numbers. This measures estimation skills and visual spatial working memory.\u003Cbr>• Additional Knowledge – to identify the missing addend in as many addition problems presented in an array as possible in 60 seconds.\u003Cbr>• Subtraction Knowledge – to identify the missing subtrahend in as many subtraction problems presented in an array as possible in 60 seconds.\u003Cbr>• Multiplication Knowledge – to identify the missing factor in as many multiplication problems presented in an array as possible in 60 seconds.\u003Cbr>• Division Knowledge – to identify the missing dividend in as many division problems presented in an array as possible in\u003Cbr>60 seconds.\u003Cbr>The screening version of the FAM is comprised of three subtests – one from each domain:\u003Cbr>• Sequences (procedural index)\u003Cbr>• Linguistic Math Concepts (verbal index)\u003Cbr>• Number Comparison (procedural index)\u003Cbr>Diagnostic / behavioural observations and analysis are invited by the authors for some subtests. Where relevant, these observations are prompted in the Examiner Record Form, to include:\u003Cbr>-Skipping lines\u003Cbr>-Uneven tempo\u003Cbr>-Accuracy versus speed\u003Cbr>-Attempting to count\u003Cbr>-Counting on fingers\u003Cbr>-Skip counting\u003Cbr>-Verbal counting\u003Cbr>-Working out answers\u003Cbr>- “Ones” strategy\u003Cbr>-Dropping bac","cbCaimG0Q1YGTAcI","https://ap.wps.com/l/cbCaimG0Q1YGTAcI","pdf",290028,"English","# What the FAM tests\n## Full assessment structure (19 subtests)\n## Procedural index\n## Verbal index\n## Semantic index\n## Screening version\n# Behavioural observations and error analysis\n# Advantages and disadvantages\n# Additional guidance for practice","[{\"question\":\"What does the full Feifer Assessment of Mathematics (FAM) consist of?\",\"answer\":\"The full FAM consists of 19 subtests mapped onto three domain indexes: procedural, verbal, and semantic. Each subtest targets specific counting, language-related math concepts, or semantic/visual-math abilities.\"},{\"question\":\"How is the screening version of the FAM structured?\",\"answer\":\"The screening version includes three subtests, one from each domain: Sequences (procedural index), Linguistic Math Concepts (verbal index), and Number Comparison (procedural index).\"},{\"question\":\"What behavioural observations are prompted for some subtests?\",\"answer\":\"The guidance prompts observations such as skipping lines, uneven tempo, accuracy versus speed, attempting to count, counting on fingers, verbal counting, working out answers, and specific strategies like an “Ones” approach. It also encourages frequency analysis with qualitative labels such as “acceptable,” “elevated,” and “highly elevated.”\"},{\"question\":\"What limitations and cautions are stated for using FAM?\",\"answer\":\"The document notes norms are based on a US sample and that there is no normative data above 21 years. It also warns that UK examinees may be disadvantaged by US-specific terminology and references, and recommends FAM not be used in isolation but as part of a wider assessment battery for mathematics skills and cognitive functioning.\"}]","Feifer Assessment of Mathematics (FAM) - Comprehensive kit additional guidance | PDF",1791073334]