Standardized testing is vital to guiding instruction and monitoring progress for home school students. Check out our schedule at http://altheapenn.tripod.com/id29.html.

1. Standardized Testing
A standardized test involves observations of an
individual's behavior made under specified conditions
for the purpose of meaningfully comparing
it with that of other people.
Althea Penn,m.ed.adm.
Educational Consultant
"Beware lest any man spoil you through philosophy and vain deceit, after the tradition of
men, after the rudiments of the world, and not after Christ" (Colossians 2:8).

3. What are standardized tests?
A standardized test is one that is administered
under standardized or controlled conditions that
specify where, when, how, and for how long
children may respond to the questions or
"prompts." They include specified procedures for
administration and scoring. They have an
established format and set of materials.

4. Standardized Testing
• Biblical or not
• Purposes
• Administration
• Interpreting Results
• Using Results

5. Biblical Evaluation and Assessment
• Jesus and the disciples Luke 10:1-20
• Peter and Paul report to church Acts 11 and 15
• Gideon’s army Judges 7
• Leader selection criteria 1 Timothy 3, Titus 1
Even a child is known by his doings,
whether his work be pure, and
whether it be right. Proverbs 20:11

6. Scriptures regarding testing
•Examine me, O Lord, and prove me; test my heart
and my mind. Psalm 26: 2
•For You, O God, have proved us; You have tried us
as silver is tried, refined, and purified. Psalm 66: 10
•But, O Lord of hosts, Who judges rightly and justly,
Who tests the heart and the mind, let me see Your
vengeance on them, for to You I have revealed and
committed my cause . Jeremiah 11: 20
•Beloved, do not be amazed and bewildered at the
fiery ordeal which is taking place to test your quality,
as though something strange were befalling you.
1 Peter 4: 12

7. Purposes
• Assess learning-monitor progress
• Maintain Standards-common, measurable outcomes
• Guide instruction
O.C.G.A. § 20-2-690 Students in home study programs shall
be subject to an appropriate nationally standardized testing
program administered in consultation with a person trained in
the administration and interpretation of norm referenced tests.
The student must be evaluated at least every three years
beginning at the end of the third grade. Records of such tests
shall be retained.

8. Why test?
• Teaching and learning effectiveness
• Identify strengths and weaknesses
• Determine what students know and
can do
• Compare student achievement to
achievement of similar students
• Compare student ability level and
achievement

9. Norm vs. Criterion Referenced
•Norm referenced
–Comparing a person's score against the scores of a
similar group who have taken the same exam, called the
"norming group."
–Examples
•California Achievement Test (CAT)
•Comprehensive Test of Basic Skills (CTBS) - "Terra Nova“*
•Iowa Test of Basic Skills (ITBS) *
•Stanford Achievement Test (SAT)
•Wide Range Achievement Test (WRAT)
•Scholastic Assessment Test (SAT ®)
•American College Testing (ACT ® )
–Bell Curve – all students cannot be above average!

10. Norm vs. Criterion Referenced
• Criterion referenced
– Measure how well a person has learned a specific body
of knowledge and skills
– Examples
• ITBS and Terra Nova (*can be scored both ways)
• Criterion Referenced Competency Tests (CRCT)
• Driver’s License test
• Content area placement exam (Algebra placement test)
– Do not compare student to student

11. 11
Tests of Educational Ability
TESTS IN THE COGNITIVE DOMAIN

ASSESSMENT OF ABILITY
(All of What One Can Do)
 
ACHIEVEMENT TESTING  APTITUDE TESTING
(Have Learned) (Capable of Learning)
Survey Diagnostic Readiness Intelligence Cognitive Special Multiple
Battery Tests Tests Tests Ability Aptitude Aptitude

12. Ability vs. Achievement
• Ability Test
– Measure of cognitive ability
– Child’s ability to learn
• Achievement Test
– Measure of what an individual has learned
• There may be a discrepancy between ability
and achievement scores
– Underachievement
– Learning Disability
Common group intelligence test:
Otis-Lennon School Ability Test - OLSAT

13. Will this be
on the test?

14. Types of Scores
• Raw
• Percentile Ranks
• Grade Equivalent Scores
• Standard Scale Scores

15. Raw Score
• The number of items a student
answers correctly
• Allow students to be ranked, but
they do not allow you to compare
students

16. Percentile Rank
• A percentile rank indicates the percentage
of students in the same age or grade group
whose scores fall below the score obtained
by a particular student.
• 99 is the highest percentile rank possible.
• 50 is considered average
• Deals with percentage of persons not
percentage of items

17. Grade Equivalent Score
• Most misinterpreted test score
• If a 4th grader received a 7th grade
equivalent score on a 4th grade reading
achievement test, it DOES NOT mean the
child is ready for 7th grade material. It means
the child reads 4th grade material as well as
the average 7th grader reads 4th grade
material.
• What is the test assessing???

18. Age Equivalent Score
• Frequently misinterpreted
• If a 10 year old received a 15 year old age
equivalent score on a 4th grade reading
achievement test, it DOES NOT mean the
child is ready to tackle 10th grade material. It
means the child reads material intended for
10 year olds as well as the average 15 year
old reads it.

19. Stanine
• Stanine is short for standard nine. The name
comes from the fact that stanine scores range from
a low of 1 to a high of 9.
• For instance, a stanine score of
– 1, 2, or 3 is below average
– 4, 5, or 6 is average
– 7, 8, or 9 is above average
• Stanines are provided for both age and grade
groups.

20. Standard Age Score
• Raw Scores are converted to SAS based on
chronological age
• Used for interpretation purposes
–Scale scores allow comparison of
students
• Somewhat akin to an IQ score
• Uses means and standard deviation
• Mean = 100

21. The Normal Curve Equivalent, or NCE, measures where a student falls along the normal
bell curve. The numbers on the NCE line run from 1-99, similar to percentile ranks,
which indicate an individual's rank, or how many students out of 100 had a lower
score. NCE scores have a major advantage over percentiles in that they can be
averaged.

22. Standard scores
• 130 and above Very Superior
• 120-129 Superior
• 110-119 High Average
• 90-109 Average
• 80-89 Low Average
• 70-79 Borderline
• 69 and below Impaired (Mentally Retarded range)

23. Stanford 10 subtests
1. Word study skills
2. Reading skills/ comprehension
3. Vocabulary
4. Mathematics
5. Language
6. Spelling
7. Social studies/science
8. Listening

24. WRAT4 Subtests
1) Word Reading measures letter and word
decoding
2) Sentence Comprehension measures an
individual’s ability to gain meaning from words and
to comprehend ideas and information contained in
sentences
3) Spelling measures an individual’s ability to
encode sounds into written form
4) Math Computation measures an individual’s
ability to perform basic mathematics computations

25. 28
Cognitive Ability Tests
• Assesses what an individual is capable of doing
• Should not be confused with intelligence tests.
• Often look more like achievement tests—but
measure broad content areas.
• Good for identifying students not succeeding in
school due to:
– learning disabilities
– motivation
– problems at home or school
– self-esteem issues.

26. OLSAT measures tasks
• Detecting similarities and differences
• Recalling words and numbers
• Defining words
• Following directions
• Classifying
• Establishing sequence
• Solving mathematical problems
• Completing analogies

27. Otis Lennon Ability Test
• Provides verbal, quantitative, and nonverbal
reasoning abilities scores. Composite score also
calculated
• Uses standard score with mean of 100 and standard
deviation of 16, percentile ranks, and stanines
• Good reliability estimates: .80s & .90s
• Offers rationale for content validity but difficult to
defend this type of test as it is used to measure
future.

29. • Measures academic skills needed for
college
• Co-sponsored by the College Board
and National Merit Scholarship Corp
• Serves as an entry point to National
Merit Scholarship Corporation
competitions and practice for the SAT
• 3.5 million students
• (44% 11th/56% <10th)

30. •Preparation for the SAT®
•Scholarship and recognition
opportunities (11th grade)
•College /career planning tools
•Admissions and financial aid
information from colleges
•Feedback on academic skills

31. The test assesses the academic skills that
you’ve developed over the years, primarily
through your course work.
These skills are considered essential for
success in high school and college:
• Critical Reading
• Mathematics
• Writing Skills

32. • Question Types:
The same, except the PSAT/NMSQT
does not have an essay component.
• Length:
The PSAT/NMSQT is 2 hours, 10
minutes.
The SAT is 3 hours, 45 minutes.
• Level of Difficulty:
The PSAT/NMSQT does not have 11th
grade-level math questions.

33. General information
•ACT lets the student decide what set of
scores they want sent to colleges.
•The SAT sends scores of every testing
attempt.
•The ACT has up to 5 components:
English, Mathematics, Reading,
Science, and an optional Writing Test.
The SAT has 3 components: Verbal,
Mathematics, and a required Writing
Test. Mathematics makes up 50% of
SAT's test score and 25% of ACT's test
score.
•Some students take the ACT and/or
SAT as middle schoolers for practice or
as part of a college talent search.
•You may guess on the ACT
because any answer is better
than no answer, but wrong
answers mean minus points on
the SAT, so don't make wild
guesses!
•Prepping for the ACT or SAT
could/should include websites,
prep classes, books, taking
higher level classes, and
READ--READ—READ!

34. SECTION FORMAT/ TIME QUESTION TYPES SCORE
2010
Averages
Math 3 Sections Multiple Choice
Grid-Ins
200–800 516
The SAT at-a-Glance
200–800Critical
Reading
5013 Sections Multiple Choice
Writing 3 Sections Multiple Choice
Essay
200–800
0–12 7.1
492
Total
10 Sections
3 hours, 45
minutes
Multiple Choice
Grid-Ins
Essay
600–2400 1509
Experimental Multiple Choice1 Section Not Scored N/A
Test Day Tip: Multiple choice answer incorrect = -1/4 point
Incorrect or omitted answer = 0 points
If you can eliminate 1 answer choice, guess!

35. FORMAT/ TIME
English 1 Section Multiple Choice 1–36 20.5
The ACT at-a-Glance
Math 1 Section Multiple Choice 1–36 21.0
Reading 1 Section Multiple Choice 1–36 21.3
Science 1 Section Multiple Choice 1–36 20.9
Writing 1 Section Essay (Optional)
1–36 20.8
2–12 7.1
4–5 Sections
2 hrs, 55 minutes
3 hrs, 25 minutes
Multiple Choice
Essay
1–36 21.0
Total:
Test Day Tip:
Answer every question. If you don’t know the answer, guess!

36. SAT
More reasoning required
Emphasis On Vocabulary
Basic Arithmetic, Algebra,
Geometry
Critical Reading, Math And
Writing 10 Sections
25 minute essay
Each Section Considered
ACT
Straightforward ?
Science Section
Advanced Math Concepts
English, Math, Reading
And Science 1 Section
Writing Test Is Optional
Composite Score
Princeton Review Assessment 04/27/13 $20
Northview HS Counseling Office
http://www.princetonreview.com/sat-act.aspx

37. SAT & College Preparation
Course for the Christian
Student
By: James Stobaugh
Free essay workbook
nlpg.com/SAT
http://www.christianbook.com

38. ACT & College
Preparation Course for
the Christian Student
By: James P. Stobaugh
Free essay workbook
nlpg.com/ACTwkbk

39. College ACT SAT
Belhaven University 20/22 930/1026
Georgia Institute of
Technology
26 1800
Brenau University 18/20 900/1526
Georgia State University 20/25 940/1190
Georgia students 20.7 1452
Required min. score/Average scores

40. Bell curve seating chart
From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

41. Low Reading Comprehension scores:
Some curriculums just ask students to recall specific
information, not asking questions that cause the
student to interpret or use their reasoning skills.
Low Spelling scores:
Check to be sure your curriculum teaches how to spell
phonetically but also how to memorize word lists. The
curriculum should also provide work for the student to
use those words throughout the week.
Using results

42. Low Math Computation scores:
Check to make sure your student has a grasp of the
basic facts like addition, subtraction, multiplication,
and division. For older students make sure they
understand “Order of Operation”. Also make sure
they are not careless in their work because it is very
easy to skip a step or mistake a number if their
writing is sloppy.
Low Math Problem Solving scores:
Check to make sure your curriculum provides ample
practice in solving word problems.

43. Low Maps and Diagrams scores:
Make sure you are teaching your student to
understand maps and graphs. Sometimes they just
don’t know how to interpret the material presented.
Ask questions that aren’t obvious. Make them think.
Low Science score:
Remember that the science you are studying
doesn’t always line up the science that is on the
test. You just may be on a different track.

44. Low Social Science score:
Similar to science, you may not be studying the same
material that is on the test. You might be studying
Ancient History and the test is asking about American
History.

45. Common Core Standards
http://www.corestandards.org/
Alignment with GPS
https://www.georgiastandards.org/common-
core/Pages/default.aspx
State Ranking
http://nces.ed.gov/fastfacts/display.asp?id=62

46. Your child will do his/her best on the tests
if they:
• are encouraged to read, take the tests seriously and
to give his or her very best effort.
• get to bed early the night before in order to be well-
rested on the day of the test.
• have a good breakfast on the morning of the test.
Breakfast is critical for your child’s performance.
• arrive on time so that he or she can relax and focus
on the task ahead.

47. Learning Style/Interest Inventory
• http://www.howtolearn.com/learning-styles-quiz
• http://www.schoolfamily.com/school-family-
articles/article/826-what-is-your-childs-learning-style

48. May the God who gives endurance and
encouragement give you a spirit of unity among
yourselves as you follow Christ Jesus. Ro. 15:5
Curriculum choices and
grade placement should
never be based solely on
test results. These
decisions should be based
on your student’s ability.
Althea Penn, m.e.d.adm.
penntraining@yahoo.com
678.557.8684