Standardized Test Results

For the past seven years or so, teachers have been asked to investigate the mountains of papers received by the state regarding NJASK tests. In grades where there were no NJASK, teachers deciphered TerraNova assessments (this year the district is using NJPASS for grades one and two). This is how it works...

1. Grade level and/or content area teams are formed.
2. Criteria is explained, i.e., what specific information is the district looking for? Most often, teachers are looking for weaknesses in reported subdomains. A weakness that has often been reported is in the area of mathematics - measurement. So, in that case, the teachers actually tally the number of students in a particular grade level with a weakness in measurement. Every student's record of subdomains are scrutinized for weaknesses, as well as strengths. Numbers are tallied, resulting in subdomain areas that will (moving forward) require a different approach to teaching the content (say, of measurement).
3. Latitude and longitude studies are done... is there improvement with the same students as they move from grade to grade in the reported weak areas? Is there improvement in one subdomain in a grade level?
4. Data is gathered resulting in possibly new resources, additional curriculum, professional development, etc.
5. The following year, the data is again brought out for comparisons to the current scores.

Another usage of standardized test scores, is for student scheduling. NJASK scores are used as a component of a rubric to determine student placement.

Still another use is for the district budget appeal. Scores are displayed for the community to see as a comparison to where the district falls in the state levels. Community members often use this data as a measure of success of the schools. Are we doing a good job? How are we compared to other K-8 districts in our socio-economic group?

Of course, state funding is based on this data.

Standardized test scores also help with placement into Basic Skills Instruction, Gifted and Talented, and I&RS programs.

Time Spent on Testing

"Yes, Mrs. R., I do see how you would think that I spend a lot of time on testing... sometimes it seems that EVERYTHING I do in the classroom has SOMETHING to do with an assessment of some sort.

"Let me explain my rationale... let's talk about state assessments first, because honestly, we don't have a choice in that matter. The federal government mandates through NCLB that students will be assessed at certain grade levels. The state has developed tests based on CCCS that we are obligated to utilize. The good news is that we can use scores to remediate weaknesses in the student's learning, as well as deficits in class curriculum. To make any student comfortable in the testing environment, we must practice... something we do quite often in the classroom as part of the regular lessons, through Study Island all year long, and during midterms, as we use Learnia for our mid-year assessments. All of these practice options will become 'second-nature' to the students and will assure better results.

"As far as my classroom tests, I use a variety of situations to assess students. As you know, I have weekly quizzes and/or tests to assess the success of my students in content/facts. I use observations during class discussions and independent and group work to assess how a student works in a classroom setting. Homework and classwork are important avenues to gather students work, and use repetition to hone in on skills. The gathering of work into portfolios is still another way of assessment.

"Why so much, you ask? Well, all these areas drive my daily classroom curriculum. When I have found that the students have learned/mastered an area of focus, we move on. If there is any area that needs work, this is the way I can find it. All in all, almost everything I do is related to assessment in one way or another. I don't want you to let that make you nervous for your student, but just please understand that assessment is the tool I use in my class to further instruction. I need for my students to learn, and this is how I can check that they have."

RAFT

This is an area that I am immersed in, especially at this time of year. I handle the transitioning of our 8th graders into the receiving district's high school. There have been some instances when a parent is not happy with the proposed placement of their child.

Scenerio:

R: Subject Area Supervisor (Me)
A: Parent angered about student placement (Mrs. J.)
F: Phone conversation
T: Supporting school's decision for student (Amy) placement in College Prep vs. Honors class

Me: Hi Mrs. J., I'm glad I was able to return your call. I have a message here that you have some concerns regarding Amy's placement for 9th grade? Tell me the areas or classes, and lets see how we can investigate this.

Mrs. J.: Well, Amy was placed in the college prep course for Geometry; Geometry A, and she has had straight A's every marking period in Algebra this year. Why can't she be placed in the Honors level Geometry?

Me: Give me a minute to pull her files, Mrs. J. I would like to look at her grades and teacher comment history in mathematics, as well as her 7th grade NJASK scores.

Mrs. J.: Why are you concerned with her 7th grade tests?

Me: Typically, we use a few measurements to place students, and the most recent standardized test scores are just one of the areas that we consider. She won't take the NJASK8 until May. As you know, she is taking her midterms this week, and that is another consideration to her placement. Let's see, yes, she was proficient with a 223 in the math portion of the NJASK7. And I do see that she has gotten all A's this year. You must be quite proud of her.

Mrs. J.: So you agree that she is in the wrong level?

Me: Well, not quite, Mrs. J. Although Amy was proficient in math with a 223, for an honors level course, we are looking for a student with a higher level of proficiency, even possibly an advanced proficiency level of 250 or above. Amy is a hard worker, and does earn A's, but the honors level geometry class will have few freshman... mostly sophomores in attendance. It is required that Amy has an advanced knowledge as a spring board in order to achieve success in honors Geometry.

Mrs. J.: Well, what if Amy does really well in the NJASK8?

Me: If Amy meets the criteria set in the coursebook for the high school, and she already has the algebra grades for it... if she achieves the necessary NJASK8 score in math, there is no reason why she couldn't be pushed into the honors class. We won't receive the 8th grade test scores from the State until the summer, but we have a team here, and guidance counselors work at the high school over the summer. We could look into a change then. But, I would also want you to think a bit about the transitioning into a new school. Amy is in a class of 45 here, and will be joining 350 other students in her freshman high school class. We want to balance her academic load with the social component of the transition, so that she is successful in her learning experience.

Mrs. J.: Okay, I guess we need to wait and see on this. I'm not happy, but I can't argue with the data.

Me: Thanks for your understanding, Mrs. J. I wish Amy luck in the midterms this week as well as the State tests in May. We can talk after we see how she has done, and by then she'll have a guidance counselor assigned for assistance at the high school.