| Every district prefers different forms | | | | percentile rank (NPR) compares that same score |
| of formal assessments to administer. Overall the | | | | with those of others in his/her grade in the |
| purpose of administering norm referenced tests | | | | nations. Other types of scores include, raw |
| and other forms of formal assessments are the | | | | score (RS), and percent correct (PC). These |
| results. The results can provide unique | | | | scores display in further detail specifics regarding a |
| information about individual students and aid in | | | | child’s performance (Interpreting Scores – |
| classifying students according to abilities and areas | | | | ITBS – Iowa Testing Program – The |
| of weakness. When used as intended, such | | | | University of Iowa) Online. |
| batteries can be a useful supplement to teacher | | | | The ITBS test scores are |
| observations and serve as a starting point for | | | | extremely accurate and a valid precursor to a |
| monitoring year-to-year student development. | | | | child’s overall performance and abilities. In |
| I am a third grade teacher at | | | | my experiences with formal assessments, I have |
| private elementary school in New York City. We | | | | found that students with special needs are not |
| are currently using the ITBS (Iowa Test of Basic | | | | accurately assessed in these situations. A test, |
| Skills Tests) to formally assess our students. | | | | such as the ITBS, is timed and typically a student |
| Students in grades first through eighth take the | | | | with special needs is unable to finish all areas of |
| test annually. The test is given for a period of | | | | the tests and thus, can not be accurately |
| six days in the middle of March. My school | | | | assessed. Furthermore, a student with special |
| received the grades in May and will be distributing | | | | needs may not be able to read through the test |
| the grades to the parents the last week in June. | | | | with ease and this may impact their performance |
| My students performed fairly | | | | as well. As with any timed tests, children |
| well on the test and showed improvements in all | | | | become overwhelmed and are less likely to finish |
| areas from second grade. However, since the | | | | all questions which negatively affect their score. |
| results are not distributed until June and the school | | | | As an educator it is helpful to |
| year has ended, I am unable to use the data to | | | | be knowledgeable of the topics addressed on the |
| assist my students in areas of need. | | | | test in order to effectively prepare the children |
| The ITBS tests are organized | | | | for the expectations of the test and for the |
| according to levels. The Level 5 Battery is the | | | | grade level. Motivation is another area in which |
| first in a series of assessment tools for use in | | | | students are weak when it comes to testing. If |
| kindergarten through high school. The emphasis | | | | too much emphasis is placed on the test it is likely |
| of the Level 5 Battery is academic skills found in | | | | for the students to become unmotivated and |
| the early childhood curriculum. The tests | | | | would yield unwanted response as a result of |
| measure readiness for school and readiness to | | | | increased levels of anxiety and fear. |
| read. Furthermore, the tests assess all areas of | | | | The ITBS test is typically |
| a child’s cognitive abilities. The Level 6 | | | | administered in the spring, however, is |
| Battery is similar in content to the Level 5 | | | | recommended for fall testing. Interpretation of |
| Battery. However, it includes an optional reading | | | | the results earlier in the year would allow |
| test for those students whose literacy skills have | | | | educators to reinforce subject that students are |
| begun to develop. Level 5 is generally | | | | struggling with. Therefore, the following year the |
| appropriate for kindergarten and Level 6 is used | | | | students will hopefully be meeting expectations in |
| mainly in the fall of first grade (Interpreting | | | | those areas after the enrichment has been |
| Scores – ITBS – Iowa Testing Program | | | | done. |
| – The University of Iowa) Online. | | | | I have experience with two |
| 1. The batteries continue to level 14 (Interpreting | | | | other forms of Norm-Referenced Assessments. |
| Scores – ITBS – Iowa Testing Program | | | | I have found all three to be very similar. I do |
| – The University of Iowa) Online. | | | | not favor any one over the other. Furthermore, |
| The scores and how they are | | | | I reflect upon the scores each year and modify |
| interpreted play an important role in assessing as | | | | my lessons accordingly in order to meet the |
| well. Scores such as percentile ranks, grade | | | | needs of my students. It is especially important |
| equivalence and standard scores differ from one | | | | children in districts where test are administered at |
| another in the purposes they can serve and | | | | the end of the year utilize a summer |
| describe achievement in different ways. | | | | tutor whom is a certified teacher or a reading |
| In states such as Iowa, school | | | | specialist to improve areas of weakness before |
| districts can obtain scores that are reported using | | | | the next school year begins. |
| national norms or Iowa norms. On some | | | | |
| reports, both kinds of scores are reported. The | | | | |
| difference is simply in the group with which | | | | Bibliography |
| comparisons are made to obtain score meaning. | | | | |
| A student’s Iowa percentile rank (IPR) | | | | 1. |
| compares the student with those of others in his | | | | 2. |
| her grade in Iowa. The student’s national | | | | |