Assessing Literacy Behavior

Every district prefers different forms of formal assessments to administer.  Overall the purpose of administering norm referenced tests and other forms of formal assessments are the results.  The results can provide unique information about individual students and aid in classifying students according to abilities and areas of weakness.  When used as intended, such batteries can be a useful supplement to teacher observations and serve as a starting point for monitoring year-to-year student development.            I am a third grade teacher at private elementary school in New York City.  We are currently using the ITBS (Iowa Test of Basic Skills Tests) to formally assess our students.  Students in grades first through eighth take the test annually.  The test is given for a period of six days in the middle of March.  My school received the grades in May and will be distributing the grades to the parents the last week in June.              My students performed fairly well on the test and showed improvements in all areas from second grade.  However, since the results are not distributed until June and the school year has ended, I am unable to use the data to assist my students in areas of need.              The ITBS tests are organized according to levels.  The Level 5 Battery is the first in a series of assessment tools for use in kindergarten through high school.  The emphasis of the Level 5 Battery is academic skills found in the early childhood curriculum.  The tests measure readiness for school and readiness to read.  Furthermore, the tests assess all areas of a child’s cognitive abilities.  The Level 6 Battery is similar in content to the Level 5 Battery.  However, it includes an optional reading test for those students whose literacy skills have begun to develop.  Level 5 is generally appropriate for kindergarten and Level 6 is used mainly in the fall of first grade (Interpreting Scores – ITBS – Iowa Testing Program – The University of Iowa) Online.

The batteries continue to level 14 (Interpreting Scores – ITBS – Iowa Testing Program – The University of Iowa) Online.   

            The scores and how they are interpreted play an important role in assessing as well.  Scores such as percentile ranks, grade equivalence and standard scores differ from one another in the purposes they can serve and describe achievement in different ways.              In states such as Iowa, school districts can obtain scores that are reported using national norms or Iowa norms.  On some reports, both kinds of scores are reported.  The difference is simply in the group with which comparisons are made to obtain score meaning.  A student’s Iowa percentile rank (IPR) compares the student with those of others in his/her grade in Iowa.  The student’s national percentile rank (NPR) compares that same score with those of others in his/her grade in the nations.  Other types of scores include, raw score (RS), and percent correct (PC).  These scores display in further detail specifics regarding a child’s performance (Interpreting Scores – ITBS – Iowa Testing Program – The University of Iowa) Online.                The ITBS test scores are extremely accurate and a valid precursor to a child’s overall performance and abilities.  In my experiences with formal assessments, I have found that students with special needs are not accurately assessed in these situations.  A test, such as the ITBS, is timed and typically a student with special needs is unable to finish all areas of the tests and thus, can not be accurately assessed.  Furthermore, a student with special needs may not be able to read through the test with ease and this may impact their performance as well.  As with any timed tests, children become overwhelmed and are less likely to finish all questions which negatively affect their score.              As an educator it is helpful to be knowledgeable of the topics addressed on the test in order to effectively prepare the children for the expectations of the test and for the grade level.  Motivation is another area in which students are weak when it comes to testing.  If too much emphasis is placed on the test it is likely for the students to become unmotivated and would yield unwanted response as a result of increased levels of anxiety and fear.             The ITBS test is typically administered in the spring, however, is recommended for fall testing.  Interpretation of the results earlier in the year would allow educators to reinforce subject that students are struggling with.  Therefore, the following year the students will hopefully be meeting expectations in those areas after the enrichment has been done.              I have experience with two other forms of Norm-Referenced Assessments.  I have found all three to be very similar.  I do not favor any one over the other.  Furthermore, I reflect upon the scores each year and modify my lessons accordingly in order to meet the needs of my students. It is especially important children in districts where test are administered at the end of the year utilize a summer tutor whom is a certified teacher or a reading specialist to improve areas of weakness before the next school year begins.                                                             Bibliography  

http://www.education.uiowa.edu/itp/itbs/itbs_interp_score.html http://www.nasponline.org/futures/norm.html