Utilizing results from standardized testing

[HeatherB]

We had our eldest DS, 9yo, take the Stanford Achievement Test for the first time this year. We just got the results back, and now I'm trying to figure out just what to make of them.

I think my biggest surprise is just how varied his scores are. I knew his math scores would be lowest (though they are, thankfully, still at 50th percentile; not his true ability, but it's the area we've slacked on most), but the other subjects are not nearly as uniform as I'd anticipated. Am I just crazy to think it'd be more so? Or should I look at those "weaker" areas as places we should focus on more, one way or another? Perhaps in some, we didn't focus much to begin with, or in others, we need a new way to work on them...

This is the first of any type of testing he's ever done so I realize simply taking the test could have skewed his results a bit. I just want to make the best use of the information that we now have in planning how we approach the new school year.

Anyone BTDT and have thoughts?

[kittywitty]

I plan on having my oldest kids test this year, too. I would say it depends on how low or high the scores are. Did you do the CogAT test, too? That can help you more with strengths & weaknesses. I have a feeling I know where my kids are "low" and we'll focus on those more. Also, what about test prep before any more tests for him? Kids in schools do extensive preparations for standardized testing. I have a Spectrum test prep book. We also do some brainstorming on testing together. Rafe Esquith does this and I read about how he does it somewhere...Anyway, say during math we'll do a problem together, and then I'll put one on the board and have them figure out how a test would give multiple choices for the answer. Like "what answer would they give if they assume you'll forget to regroup? What if you add instead of subtract?", etc. That way they get in the minds of the test makers so they can think through multiple choice questions.

[mattemma04]

I did the iowa test when my kids were at home,and they do it with the Montessori school. I prefer not to focus on subjects just to pass the test. I want them to learn normally,and then just take the test to see how they do. I recall my dd often did poorly on spelling. We did not force her to practice spelling,but she did start reading a lot and that boosted the scores.

For basic math we have worked with the kids,but again I don't want to drill them to death.I prefer they use PC learning games to help them in areas they score low in.

Finally it is just one test.If he took the same test next month I would be curious how the 2 would compare. I would continue teaching in a way that satisfies you both.The test results could be used as a guide to tweak your focus in certain subjects.

I recall when we did an online school(for kinder) they tested at the start of the year,and then again at the end.Unfortunately those goofs lost the first test.I will never know how my dd tested before we started formal teahing.Anyway you can test in the fall and spring if you are into that.

When I homeschool I will focus on them knowing what would be required for the GED testing.If they know that basic stuff they will be fine going into higher learning schools.

[tankgirl73]

For me, the results of standardized testing are mostly about identifying weak areas that I didn't already recognize, and about verifying progress from year to year.

So, if a child is only on the 23rd percentile in some area one year, and is still 23rd percentile the following year -- then that's good.  They've made a year's worth of progress in a year.  If their percentile improves, then they've made really great progress.  If it lowers, then it shows they're struggling in that area a bit.  

It doesn't NECESSARILY mean that you should then focus on that area and be really diligent with extra practice, etc.  It could very well just be their normal curve... peaks and plateaus and all that.  I would just keep an eye on that area -- just being aware that it's a weak point.  So, making sure that their work doesn't have unrealistic expectations in that area.  Seeing if I notice any other difficulties related to that area.  That sort of thing.  

Sometimes it's just a matter of "we haven't covered that yet in the curriculum we're using".  In that case I just ignore the results, more or less.  I don't suddenly jump and say "oh dear we have to cover that NOW".  I've already committed to the scope and sequence of a curriculum I've thoroughly researched and I know that concept WILL get covered, there's no need to match the schedule of the grade-level tests because frankly I don't always agree with their schedule anyway!  That's part of the whole point!  So I don't worry about the 'number' on his test, I am just aware of the reasons behind why he scored well or not well on various areas.

Usually the results are no surprise to me.  But it's nice to have that confirmation that my instincts were right -- and in our case, though we're not required to report or anything, it keeps his father (we're divorced) happy.  

We use Hewitt Homeschooling's PASS test -- it's designed for homeschoolers so you don't have the time restrictions of other tests.  It's also better leveled to ability rather than to age -- your results are still compared to your age cohort, of course, but if you're weaker in an area you take a lower level test, or if you're stronger you take a higher level test, so you get a more accurate and detailed result.  A student who is weak but made to take the grade level test will score poorly because there aren't many questions they'll be able to answer, but that tells you nothing about what they ARE able to answer.  And a student who is strong can 'max out' a test -- get every answer right.  But that doesn't tell you if they'd be able to do even better.

The PASS results also give you a level score as well as the percentile -- so, whatever the percentile does, you can see how much *raw* improvement there is from year to year.  It gives average ranges for home much improvement should happen.  So even if your child is 'below average', you can still see they are progressing along at a healthy pace!  A flexibility you don't get much in public schools.

It also gives good breakdowns of the subject areas.  For instance, it's not just '86th percentile in math'.  You get "average in decimals", "above average in fractions", "below average in computation", etc etc.  

So in other words... whether you choose to focus on a weak area, or simply wait it out because it's just their normal pattern of development, is up to you.  If you think they scored poorly because they haven't practiced something enough, but you think they are capable of it and ready for it, then sure, practice it some more.  If you think you've worked really really hard on something and they still scored poorly, then maybe you need a different program, or to take a break before burning them out with frustration, or maybe it's just their development.  There are so many possibilities -- what you do with it depends on combining the results with what you see in your own child yourself!

[HeatherB]

Thanks for all the input! Lots of things to think about.

This was just the Stanford; nothing else was offered. I wish it gave more specific information on what sorts of things were being asked. For instance, on part of the math section, he did really well. I think it was more word problem-type questions. On another part, he did substantially more poorly... Averaged out, he did "okay" on math, but I think his abilities are much higher. (Of course, now it's the middle of the night and I haven't got the paper in front of me to pull up even the terms it does use. )

We will definitely be working more on what we haven't focused on much, and perhaps we'll test again next year (he did enjoy testing, as I always have) to see what kind of improvements we may see.