In 2011, the Ministries expanded the project scope to examine language achievement and student progression beyond the first semester.  The College Student Achievement Project (CSAP) was launched and, over the next 4 years, significant work was undertaken to examine not only the achievement of college students in first and second-semester math and language courses but also to understand the secondary school pathways of these same students and their impact on student achievement.

In addition, the CSAP project was tasked with responding to the recommendations that emanated from the topical analysis of the foundational and/or remedial mathematics courses conducted in the latter stages of the CMP.  Rather than reveal gaps in knowledge in topics covered in the secondary school courses required for admission to college programs, the analysis revealed that “many of the topics being taught in these courses corresponded to topics found explicitly in the mathematics curriculum from Grades 6, 7 and 8” (CSAP, 2014 p. 3).  To address this issue, the following recommendations were made, contingent upon the undertaking first of a feasibility study:

• develop a common numeracy assessment tool to be used by all colleges as part of their admissions and placement process for all incoming college students; and
• develop a system-wide numeracy course for students whose scores on the numeracy assessment showed that they needed such a developmental course.

The feasibility study concluded that there was a broad endorsement for the development of a common assessment tool, and with this endorsement began what became known as the Assessment Development Project (ADP). Based on the principle that assessment should support student learning, the project focused not only on the creation of assessment items that could be used to assess students’ abilities in foundational mathematics but also worked on establishing the framework necessary to develop a unique, learning program to address the numeracy gap for students in schools and colleges.

In 2013, Vretta Inc. was selected as the learning technology partner to support the ADP, and over two years, the customized “Assessment for Learning” program, known as OCMT (Ontario Colleges Math Test) was developed. Through field trials with over 10,000 students in 16 colleges and 112 secondary schools throughout Ontario, the OCMT was psychometrically analyzed and validated to ensure that the highest possible quality standards were met.

In 2015, Humber College was selected as the lead institution representing all 24 publicly funded Ontario colleges and through a “Request for Proposal,” Vretta Inc. was selected as the official learning technology partner for the implementation of the OCMT at all colleges as intended by the Ministries when the CSAP project was first defined.

In 2018, the OCE awarded a grant to support research and the implementation of the OCMT tool at secondary schools in the Toronto Catholic District School Board. This initiative was instrumental in identifying and addressing the critical numeracy gaps among students transitioning from elementary to secondary school. The comprehensive research findings and data collected during this phase culminated in the release of the “Addressing the Numeracy Gap” paper. The paper provided actionable insights for educators, policymakers and institutions dedicated to improving math education outcomes.

2019 marked a significant milestone for the OCMT with the launch of the Informal Upgrading Skills Tool beyond Ontario’s borders, allowing learners from across Canada to experience the tailored and interactive assessments and upgrading modules. Out-of-province adoptions were successful and demonstrated the growing need for innovative upgrading and remediation tools beyond Ontario.

In 2023, an exciting corporate restructuring occurred following the merger between Vretta and Lyryx Learning. The new entity, Vretta-Lyryx Inc. (VLI), was formed as a result, combining the strengths of both organizations to deliver innovative and effective learning solutions tailored to the needs of post-secondary institutions.

Finally, in 2024, the Ontario Colleges Math Test (OCMT) was rebranded as Assessment & Learning for Success in Mathematics (ALSM), to better reflect the expanded scope as a numeracy tool beyond Ontario. ALSM continues to focus on bridging the numeracy gap and preparing students for future challenges, reinforcing its role as a key player in supporting mathematics education.

This website is intended to provide you with more detailed information about the ALSM, its features, and how it is being used both in post-secondary and beyond.  We firmly believe that with a renewed focus on numeracy, and at all levels, we will be able to bridge the numeracy gap for students.