Blog #4 Using and Reporting Standardized Test Results

The two main concepts the book talks about in this chapter are the norm-referenced test and the criterion-referenced test.  In this chapter it talks about how to analyze the information gathered from the test scores and then how to improve curriculum and instruction.  It also describes the differences between the two tests.   Both tests are important and I feel that I will be using both in my classroom.  The norm-referenced tests could be used in preschool or primary grades.  Norm-referenced test are used to measure achievement and this is important to know where your student is and whether or not they are grasping the content. 

The criterion-referenced tests are used more for developmental screening and diagnostic evaluation.  An example of how I would use a criterion-referenced test in my classroom would be the DIBELS.  Last semester in Fair Play I used the DIBEL test to examine literacy in one of the third graders in my classroom.  It really gave me a good picture of where that student was in her fluency, story retelling and general idea of how her reading skills were.  The Early Screening Inventory would be a great screening tool that I could use in my classroom if I was to teach Kindergarten.   This test really helps the teacher to know whether or not they are ready to move on to the first grade and if they grasp all the content learned in Kindergarten. I feel that I would use the criterion-referenced tests more than the norm-referenced test because the norm-referenced is more the performance of one student compared to another student.  The criterion-referenced test is more the performance of one student. 

One of my questions is how would I really use the norm-referenced tests in my classroom as a kindergarten or first grade teacher?  When reading about how to interpret the test scores I wondered when we assess our children will we need to figure the bell-shaped findings? or will that be figured for us.  I mean do we send the test in and does the state grade and determine where each student is?  My final question when reading this chapter was, how often and when exactly do we assess our students?

Blog #3 Standardized Tests

In the book, Mrs. Wortham talks about some of the concerns with assessing young children.  One of them is making sure that they are assessed one on one.  This is difficult in the classroom setting if there are not enough teachers to do this.  One on one assessment is easier for the child to stay focused.  Another concern with assessing young children is their short attention span.  You have to make the assessment short, to the point, and get them out of there quickly.  Finally, the last concern would be the willingness to respond to an unknown examiner.  Sometimes, when the child is shy or not used to talking to strangers they will hesitate to answer or even communicate with someone that they do not know.

I think the most important thing to remember when choosing a standardized test is the purpose of the test.  You have to state a rationale for the test, what you hope to measure, and then what you will do with the results.  I think as long as we examine the test manual and it states the purpose of the test clearly, it will be the right assessment for the student. 

My first question I had when reading this chapter was about the intelligence test.  Do we just give this test when we think a child might have a learning disability?  Or do we administer an intelligence test to everyone? My next question was not really pertaining to the reading, it was just a question in general to the standardized testing.  I thought that students under the third grade did not take standardized testing like the MAP testing…. So, are these standardized tests different from the MAP test that they start in the third grade?  It seems like all the standardized test are designed to help students with learning disabilities, are there just regular test for students in the early grades before third grade?

Blog #2- Assessment- How It Should Be

In my opinion, the most important principle of assessment should benefit the child and improve learning.  I think that most assessments are done so that schools get funding.   Some teachers are only teaching to the test and the students are left behind.   If the assessment is truly to benefit the child, then assessments are crucial.  Assessments are beneficial to preschoolers getting into the program.   Another strength of assessments are if the child has a learning or speaking delay, assessments can help them diagnose what is wrong and help them move in the right direction with the student for their success.

I think the ongoing assessment is the most important because it is continuous throughout the year. Formative assessments are ongoing and they access where a student is and where they need to go next.  This to me is very important in helping our student succeed in becoming a successful student.  I also agree with the summative assessment where it monitors how the student is at the end of the year and where they need to go next year.  All these assessments I just mentioned will only strengthen my task on being the most successful teacher I can be and reach the needs of all my diverse learners.  If I know what the students’ strengths and weaknesses are then I will be able to support my student successfully.

One of the questions I had when reading this chapter was:  If we see a problem that a student is having like on the Margie Phillips case (having trouble copying information from the board), do we refer the student and family to a professional outside the school district like the book suggested or do we handle it within the school district?

Secondly, if we have a special needs student in our classroom and they cannot be assessed like the rest of the class, do we wait until their aid can help since we have to assess them orally?

Lastly, this question does not really pertain to the reading but, I have a friend who is an aid in a school district and she says that there are some students who cannot physically or mentally perform any of the assessments and she has to do them for her.  Is this right?  Should we be filling out the assessment for them?  What would we learn from this? or is this only for our benefit as a district?