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Standardized testing


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Standardized testing is vital to guiding instruction and monitoring progress for home school students. Check out our schedule at

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Standardized testing

  1. 1. Standardized Testing A standardized test involves observations of an individual's behavior made under specified conditions for the purpose of meaningfully comparing it with that of other people. Althea Penn,m.ed.adm. Educational Consultant "Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ" (Colossians 2:8).
  2. 2. What are standardized tests? A standardized test is one that is administered under standardized or controlled conditions that specify where, when, how, and for how long children may respond to the questions or "prompts." They include specified procedures for administration and scoring. They have an established format and set of materials.
  3. 3. Standardized Testing • Biblical or not • Purposes • Administration • Interpreting Results • Using Results
  4. 4. Biblical Evaluation and Assessment • Jesus and the disciples Luke 10:1-20 • Peter and Paul report to church Acts 11 and 15 • Gideon’s army Judges 7 • Leader selection criteria 1 Timothy 3, Titus 1 Even a child is known by his doings, whether his work be pure, and whether it be right. Proverbs 20:11
  5. 5. Scriptures regarding testing •Examine me, O Lord, and prove me; test my heart and my mind. Psalm 26: 2 •For You, O God, have proved us; You have tried us as silver is tried, refined, and purified. Psalm 66: 10 •But, O Lord of hosts, Who judges rightly and justly, Who tests the heart and the mind, let me see Your vengeance on them, for to You I have revealed and committed my cause . Jeremiah 11: 20 •Beloved, do not be amazed and bewildered at the fiery ordeal which is taking place to test your quality, as though something strange were befalling you. 1 Peter 4: 12
  6. 6. Purposes • Assess learning-monitor progress • Maintain Standards-common, measurable outcomes • Guide instruction O.C.G.A. § 20-2-690 Students in home study programs shall be subject to an appropriate nationally standardized testing program administered in consultation with a person trained in the administration and interpretation of norm referenced tests. The student must be evaluated at least every three years beginning at the end of the third grade. Records of such tests shall be retained.
  7. 7. Why test? • Teaching and learning effectiveness • Identify strengths and weaknesses • Determine what students know and can do • Compare student achievement to achievement of similar students • Compare student ability level and achievement
  8. 8. Norm vs. Criterion Referenced •Norm referenced –Comparing a person's score against the scores of a similar group who have taken the same exam, called the "norming group." –Examples •California Achievement Test (CAT) •Comprehensive Test of Basic Skills (CTBS) - "Terra Nova“* •Iowa Test of Basic Skills (ITBS) * •Stanford Achievement Test (SAT) •Wide Range Achievement Test (WRAT) •Scholastic Assessment Test (SAT ®) •American College Testing (ACT ® ) –Bell Curve – all students cannot be above average!
  9. 9. Norm vs. Criterion Referenced • Criterion referenced – Measure how well a person has learned a specific body of knowledge and skills – Examples • ITBS and Terra Nova (*can be scored both ways) • Criterion Referenced Competency Tests (CRCT) • Driver’s License test • Content area placement exam (Algebra placement test) – Do not compare student to student
  10. 10. 11 Tests of Educational Ability TESTS IN THE COGNITIVE DOMAIN  ASSESSMENT OF ABILITY (All of What One Can Do)   ACHIEVEMENT TESTING  APTITUDE TESTING (Have Learned) (Capable of Learning) Survey Diagnostic Readiness Intelligence Cognitive Special Multiple Battery Tests Tests Tests Ability Aptitude Aptitude
  11. 11. Ability vs. Achievement • Ability Test – Measure of cognitive ability – Child’s ability to learn • Achievement Test – Measure of what an individual has learned • There may be a discrepancy between ability and achievement scores – Underachievement – Learning Disability Common group intelligence test: Otis-Lennon School Ability Test - OLSAT
  12. 12. Will this be on the test?
  13. 13. Types of Scores • Raw • Percentile Ranks • Grade Equivalent Scores • Standard Scale Scores
  14. 14. Raw Score • The number of items a student answers correctly • Allow students to be ranked, but they do not allow you to compare students
  15. 15. Percentile Rank • A percentile rank indicates the percentage of students in the same age or grade group whose scores fall below the score obtained by a particular student. • 99 is the highest percentile rank possible. • 50 is considered average • Deals with percentage of persons not percentage of items
  16. 16. Grade Equivalent Score • Most misinterpreted test score • If a 4th grader received a 7th grade equivalent score on a 4th grade reading achievement test, it DOES NOT mean the child is ready for 7th grade material. It means the child reads 4th grade material as well as the average 7th grader reads 4th grade material. • What is the test assessing???
  17. 17. Age Equivalent Score • Frequently misinterpreted • If a 10 year old received a 15 year old age equivalent score on a 4th grade reading achievement test, it DOES NOT mean the child is ready to tackle 10th grade material. It means the child reads material intended for 10 year olds as well as the average 15 year old reads it.
  18. 18. Stanine • Stanine is short for standard nine. The name comes from the fact that stanine scores range from a low of 1 to a high of 9. • For instance, a stanine score of – 1, 2, or 3 is below average – 4, 5, or 6 is average – 7, 8, or 9 is above average • Stanines are provided for both age and grade groups.
  19. 19. Standard Age Score • Raw Scores are converted to SAS based on chronological age • Used for interpretation purposes –Scale scores allow comparison of students • Somewhat akin to an IQ score • Uses means and standard deviation • Mean = 100
  20. 20. The Normal Curve Equivalent, or NCE, measures where a student falls along the normal bell curve. The numbers on the NCE line run from 1-99, similar to percentile ranks, which indicate an individual's rank, or how many students out of 100 had a lower score. NCE scores have a major advantage over percentiles in that they can be averaged.
  21. 21. Standard scores • 130 and above Very Superior • 120-129 Superior • 110-119 High Average • 90-109 Average • 80-89 Low Average • 70-79 Borderline • 69 and below Impaired (Mentally Retarded range)
  22. 22. Stanford 10 subtests 1. Word study skills 2. Reading skills/ comprehension 3. Vocabulary 4. Mathematics 5. Language 6. Spelling 7. Social studies/science 8. Listening
  23. 23. WRAT4 Subtests 1) Word Reading measures letter and word decoding 2) Sentence Comprehension measures an individual’s ability to gain meaning from words and to comprehend ideas and information contained in sentences 3) Spelling measures an individual’s ability to encode sounds into written form 4) Math Computation measures an individual’s ability to perform basic mathematics computations
  24. 24. 28 Cognitive Ability Tests • Assesses what an individual is capable of doing • Should not be confused with intelligence tests. • Often look more like achievement tests—but measure broad content areas. • Good for identifying students not succeeding in school due to: – learning disabilities – motivation – problems at home or school – self-esteem issues.
  25. 25. OLSAT measures tasks • Detecting similarities and differences • Recalling words and numbers • Defining words • Following directions • Classifying • Establishing sequence • Solving mathematical problems • Completing analogies
  26. 26. Otis Lennon Ability Test • Provides verbal, quantitative, and nonverbal reasoning abilities scores. Composite score also calculated • Uses standard score with mean of 100 and standard deviation of 16, percentile ranks, and stanines • Good reliability estimates: .80s & .90s • Offers rationale for content validity but difficult to defend this type of test as it is used to measure future.
  27. 27. • Measures academic skills needed for college • Co-sponsored by the College Board and National Merit Scholarship Corp • Serves as an entry point to National Merit Scholarship Corporation competitions and practice for the SAT • 3.5 million students • (44% 11th/56% <10th)
  28. 28. •Preparation for the SAT® •Scholarship and recognition opportunities (11th grade) •College /career planning tools •Admissions and financial aid information from colleges •Feedback on academic skills
  29. 29. The test assesses the academic skills that you’ve developed over the years, primarily through your course work. These skills are considered essential for success in high school and college: • Critical Reading • Mathematics • Writing Skills
  30. 30. • Question Types: The same, except the PSAT/NMSQT does not have an essay component. • Length: The PSAT/NMSQT is 2 hours, 10 minutes. The SAT is 3 hours, 45 minutes. • Level of Difficulty: The PSAT/NMSQT does not have 11th grade-level math questions.
  31. 31. General information •ACT lets the student decide what set of scores they want sent to colleges. •The SAT sends scores of every testing attempt. •The ACT has up to 5 components: English, Mathematics, Reading, Science, and an optional Writing Test. The SAT has 3 components: Verbal, Mathematics, and a required Writing Test. Mathematics makes up 50% of SAT's test score and 25% of ACT's test score. •Some students take the ACT and/or SAT as middle schoolers for practice or as part of a college talent search. •You may guess on the ACT because any answer is better than no answer, but wrong answers mean minus points on the SAT, so don't make wild guesses! •Prepping for the ACT or SAT could/should include websites, prep classes, books, taking higher level classes, and READ--READ—READ!
  32. 32. SECTION FORMAT/ TIME QUESTION TYPES SCORE 2010 Averages Math 3 Sections Multiple Choice Grid-Ins 200–800 516 The SAT at-a-Glance 200–800Critical Reading 5013 Sections Multiple Choice Writing 3 Sections Multiple Choice Essay 200–800 0–12 7.1 492 Total 10 Sections 3 hours, 45 minutes Multiple Choice Grid-Ins Essay 600–2400 1509 Experimental Multiple Choice1 Section Not Scored N/A Test Day Tip: Multiple choice answer incorrect = -1/4 point Incorrect or omitted answer = 0 points If you can eliminate 1 answer choice, guess!
  33. 33. FORMAT/ TIME English 1 Section Multiple Choice 1–36 20.5 The ACT at-a-Glance Math 1 Section Multiple Choice 1–36 21.0 Reading 1 Section Multiple Choice 1–36 21.3 Science 1 Section Multiple Choice 1–36 20.9 Writing 1 Section Essay (Optional) 1–36 20.8 2–12 7.1 4–5 Sections 2 hrs, 55 minutes 3 hrs, 25 minutes Multiple Choice Essay 1–36 21.0 Total: Test Day Tip: Answer every question. If you don’t know the answer, guess!
  34. 34. SAT More reasoning required Emphasis On Vocabulary Basic Arithmetic, Algebra, Geometry Critical Reading, Math And Writing 10 Sections 25 minute essay Each Section Considered ACT Straightforward ? Science Section Advanced Math Concepts English, Math, Reading And Science 1 Section Writing Test Is Optional Composite Score Princeton Review Assessment 04/27/13 $20 Northview HS Counseling Office
  35. 35. SAT & College Preparation Course for the Christian Student By: James Stobaugh Free essay workbook
  36. 36. ACT & College Preparation Course for the Christian Student By: James P. Stobaugh Free essay workbook
  37. 37. College ACT SAT Belhaven University 20/22 930/1026 Georgia Institute of Technology 26 1800 Brenau University 18/20 900/1526 Georgia State University 20/25 940/1190 Georgia students 20.7 1452 Required min. score/Average scores
  38. 38. Bell curve seating chart From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner
  39. 39. Low Reading Comprehension scores: Some curriculums just ask students to recall specific information, not asking questions that cause the student to interpret or use their reasoning skills. Low Spelling scores: Check to be sure your curriculum teaches how to spell phonetically but also how to memorize word lists. The curriculum should also provide work for the student to use those words throughout the week. Using results
  40. 40. Low Math Computation scores: Check to make sure your student has a grasp of the basic facts like addition, subtraction, multiplication, and division. For older students make sure they understand “Order of Operation”. Also make sure they are not careless in their work because it is very easy to skip a step or mistake a number if their writing is sloppy. Low Math Problem Solving scores: Check to make sure your curriculum provides ample practice in solving word problems.
  41. 41. Low Maps and Diagrams scores: Make sure you are teaching your student to understand maps and graphs. Sometimes they just don’t know how to interpret the material presented. Ask questions that aren’t obvious. Make them think. Low Science score: Remember that the science you are studying doesn’t always line up the science that is on the test. You just may be on a different track.
  42. 42. Low Social Science score: Similar to science, you may not be studying the same material that is on the test. You might be studying Ancient History and the test is asking about American History.
  43. 43. Common Core Standards Alignment with GPS core/Pages/default.aspx State Ranking
  44. 44. Your child will do his/her best on the tests if they: • are encouraged to read, take the tests seriously and to give his or her very best effort. • get to bed early the night before in order to be well- rested on the day of the test. • have a good breakfast on the morning of the test. Breakfast is critical for your child’s performance. • arrive on time so that he or she can relax and focus on the task ahead.
  45. 45. Learning Style/Interest Inventory • • articles/article/826-what-is-your-childs-learning-style
  46. 46. May the God who gives endurance and encouragement give you a spirit of unity among yourselves as you follow Christ Jesus. Ro. 15:5 Curriculum choices and grade placement should never be based solely on test results. These decisions should be based on your student’s ability. Althea Penn, m.e.d.adm. 678.557.8684