How is the MDPI different from other mathematics assessment instruments?
• The MDPI is criterion referenced rather than a norm-referenced assessment tool. It reports a student’s achievement in terms of the specific skills expected to be attained in each grade as defined by the Common Core Standards and NCTM standards.
• A student’s performance on the MDPI is informed by, and interpreted with, a neuropsychological framework. This framework is referenced to neuropsychological constructs that psychologists and special educators use to describe a student’s overall cognitive profile. An awareness of the cognitive underpinnings that a student brings to mathematics not only reveals “how” the student learns but also “why” the student is struggling.

• The MDPI incorporates the authors’ collective experience in teaching as well as assessing students. Their continuing research efforts have resulted in a computer based, “Expert System” that incorporates the authors' expertise in the interpretation of the student's performance features; and the identification of appropriate intervention techniques that have been found to be effective in addressing the particular challenges faced by the student.

• The MDPI combines the advantages of a clinical interview along with a computer based Analytics tool. The Expert System interprets a student’s performance in mathematics while also providing reliability and depth in the interpretive process. This partnership provides a sensitive and comprehensive evaluation of a student’s overall performance in the form of the Mathematics Learning Profile.
The MDPI moves beyond most standard instruments and offers an alternative way to think about and test mathematical skills. It allows the examiner to get past right or wrong answers and to consider the qualitative, processing, behavioral and affective features that have an impact on a student's learning and performance.

• The MDPI generates a student's Mathematics Learning Profile, which includes a comprehensive portrait of a student's level of performance as compared to curriculum expectations typical of most current mathematics programs. It also describes the qualitative and processing features that explain how and why the student achieves solutions. Understanding a student's Mathematics Learning Profile leads to the delineation of personalized instructional approaches and interventions so that the student can achieve their maximum potential in mathematics.
How can the results make a difference?