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Found 13 results

  1. Do you prefer the Iowa ITBS or Stanford year-end assessment? I realize some of you may prefer to not administer either one, and I understand those reasons, but I need to keep one on file, so the question is which of those two? Because of their ages, I will be administering the 1-2 and 2-3 tests. Do both Iowa and Stanford provide Lexile scores for those grade levels? If so, how accurate are the Lexile scores based on your observations and experience? P.S. I REALLY need to update my signature. ;-)
  2. I'm looking for a basic standardized test for my 4th and 8th graders to assess progress. What test have you found most useful or helpful? I'm looking at Seton Testing Services. It looks like the Stanford 10 is my only online option. Has anyone used that? Is there any reason to do a different paper and pencil test? ETA: Or should I be looking at a different provider? I do prefer an online test. The only other one I know about is Let's Go Learn ADAM/DORA - have people used that and found it helpful? I'm not required by my state to do this. It is for my own edification.
  3. In Colorado, we are required to take a standardized test every other year. This year, my 10-year old son scored 9.1 on the 5th grade ITBS math, meaning he is performing at the same level as the average 9th grader. Here's the catch: This put him in the 95th percentile. Is it really the case that 5 percent of 5th graders are performing more than four grade levels ahead in math? Something doesn't add up.
  4. Is there anywhere to look for the previous norms? The results for dd's 3rd grade test came back today, and it's based on 2005 spring norms. But, I wonder if there's a place I could reference to see how different those norms are from ones in the 90s? 80s? earlier? Would the categories/questions on those era tests be different enough that it's not a helpful comparison to even search for? (apples/oranges, etc.) Just wondering. :)
  5. This year these seem to be our choices for required end of year testing. They would be with different test administrators in different locations which might make a difference, but in terms of the tests themselves, which do you prefer and why?
  6. Anyone had their kid totally fail the Iowa Test of Basic Skills? Our oldest took it for the first time last month and I got the results back today. When dh and I were kids, our composite percentile was always 98 or 99. Alas! DS's composite percentile was 2. Seriously - there were many sections of the test where he could have done better had he just randomly filled in the blanks - he would get 1 out of 8 right or 0 out of 6 (and that's out of the questions he attempted, not just out of all of them including ones he didn't get to). Granted, we do a Charlotte Mason approach with lots of reading aloud and very little seat work. For math, we were doing Math Mammoth but DS got overwhelmed with worksheets so we switched to Ray's which I do orally with him. Spelling is done orally. We don't do map drills (though we look at maps and talk about where things happened). We cover capitalization and punctuation in copywork and dictation, but ds is notorious for copying all the words and leaving out all of the punctuation (and I do point out to him what he missed and make him fix it). But seriously, he totally bombed the test. When he took it I knew things weren't going well because he told me he finished early and got to read his book but then I got an email from the admin after the first day saying he didn't finish the tests and filled in a lot of "D" answers. The next day when I dropped him off, I looked at his test and showed him in the book how to know when he was finished with a test. I also explained that if he was putting the same answer for more than two questions in a row, he was probably answering some of them incorrectly. He did finish the tests better the second day. So I wasn't expecting stellar results. We don't have to do the test for reporting purposes - it was just for our own use. But we would like our kids to do well on tests as that is a very easy way to qualify for college and scholarships and such. DS will be 9 in July - his birthday is 5 days before the current cutoff (it used to be 3 months later than it is now) so maturity could be a factor. But still...do I need to embroider a scarlet F for FAIL to my bodice? Yikes!
  7. When evaluating your child's results on the ITBS, what numbers are most important? I see SS, GE, NPR, etc. on the result form. Which numbers should I be focusing on? Thanks!
  8. Our ITBS test arrived this weekend, and my kids started taking them yesterday. My oldest is finishing fifth grade, and my younger is finishing third grade, but I'm "testing her up" and giving her a fourth grade test. Anyway, when the tests first arrived in the mail, I honestly thought there was a mistake, or that I placed the order wrong or something. The fifth grade test not only had some of the exact questions I remembered from last year's fourth grade test -- but it many of the exact questions and reading selections that are on her younger sister's fourth grade test! I couldn't believe how much of the two tests were exactly the same. In math computation, the only real difference was that the fifth grade test had a few questions about adding fractions and decimals, while the fourth grade test did not. What strikes me as curious about this is: It kinda gives the impression that ... well, almost nothing happens in fifth grade! Like it's expected to be review, and then maybe spend a month learning how to add fractions and decimals, throw in a few harder vocab and spelling words, and that's it! The other thing (that kinda bugs me) is that so little of the test seems to have anything to to do with what we covered this year. My girls spent the year learning about Joan of Arc, Queen Elizabeth, Martin Luther, and the invention of the printing, etc. Of course nothing like that was on the tests. However, there were questions about Kwanzaa, goods and services, a couple "banks are closed" holidays and what tax money goes to. Really? What is the point of those questions, anyway? And how is a Social Studies score from those types of questions even helpful to us? Along the same lines, the kids have worked so hard on grammar -- doing the MCT 4-level analysis every day, one of them even learning about gerunds and infinitive phrases. There is nothing on the entire test that even asks about basic parts of speech -- like what a noun is! First of all, it's annoying, because we're spending time and money testing for our own purposes, to see where everybody stands and if our homeschool is doing well. I'm not not sure what use these scores will be for us. Second, I'm curious what this says, if anything, about US public education and the expectations and objectives. Are fifth graders not expected that know parts of speech? Are fifth grade expectations barely a hair more than fourth grade expectations? Is understanding Kwanzaa (which was on both girls' tests, plus I remember it from last year!) a major objective in elementary school? For that matter, who makes up these tests, and how is it decided what's on them? I'm really asking. And how can I best use these scores so that they really are helpful to us? Just see if they improved their scores from last year, that kind of thing?
  9. I currently have a 2nd and 4th grader and would like to test them in June. Should I order 2nd and 4th grade ITBS or 3rd and 5th? Thank you.
  10. I've been administering the ITBS (level 6) to my daughter and her friend this week. I had been prepared to finish out the testing cycle thinking it was a waste of time, but actually, I have learned a lot about my kid during the testing. I have learned that she is much worse at listening than I thought she was, which is a significant problem on a test that is administered almost entirely orally. Most of the questions she has gotten wrong were ones where she just didn't remember the details when it came time to put an answer on the paper. Watching her with her friend has been illuminating - the other girl listens to the question and marks the answer. My kid fiddles with her pencil, pulls up her pant leg to poke at her band-aid, stands up, etc. Then she realizes it's time to answer the question, and racks her brain trying to remember what I just said. She usually figures it out, but she definitely got some questions wrong because she just couldn't remember the whole question. I don't think she got a single question wrong on the reading section. I'm not actually concerned about this, as she's only six. It seems like a combination of a problem paying attention, and a problem with auditory input specifically. If you do think I ought to be concerned, let me know. :) My main question has to do with testing next year. I want to use either the ITBS or the Stanford next year, and am wondering if they are both this same format, where nearly the entire test depends on listening skills, or whether either one of them duplicates the questions in written form on the student response sheets. Thanks for any insight you can provide about the ITBS level 7 or the SAT Primary 1!
  11. I'm planning to give my daughter the ITBS in the spring. She's in Kindergarten this year, but is doing a lot of first-grade work (defined as reading books like "Nate the Great" and doing the equivalent of Math Mammoth Light Blue 1, pieced together from the Blue series.) I'm not required to test, but my husband and I think it could be worthwhile to give annual standardized tests anyway. Since we have only two children, the cost is not prohibitive, and we want to our kids to be used to standardized tests and think they're fun. The information I'd like to get out of the test is: * I'd like to know how my child is doing compared with other children. * I'd like to be informed if there are things other kids her age are learning that we're not covering adequately. * I'd like to be able to track my child's performance from year to year. I was planning to give her the level 6 test in March, which is the first month when national norms would be available for her as a Kindergartner on that test level. I want the test to be on the easy side so she doesn't get frustrated, without being so easy that no possible useful information would come out of it. She's not the kind of child who would get bored with the test if it were too easy. If anyone has advice on any of what I've just said, I'd be interested to hear it. But that's not my real question. I have a friend who has a daughter the same age. He's interested in having our girls test together, since I'm authorized to give the test and I don't think he necessarily wants to go to the trouble to get authorized. I don't object to having them test together, but he wants his daughter to take a higher level of test, so he's trying to convince me to give my kid the level 7 test. He thinks of his child as a "first grader," while I think of mine as a "kindergartner." My general sense is that the two of them are on about the same level academically. My friend's objectives in testing are a bit different than mine. He's really hung up on grade level equivalents and on wanting his kid to be as "advanced" as possible. What do you think? Should I be giving my child the level 7 test, or should I stick with level 6?
  12. Not that I have a whole lot of time to prepare - my kids are taking it next week LOL, but I was just wondering what sort of things you do with your kids (or if you do anything at all) to help them prepare for it. My kids take it every year, so they are familiar with the whole "filling in the bubbles" thing.
  13. I rec'd our scores this weekend. I was surprised and so was my daughter. She took the Stanford for 4th and 5th grades. She took ITBS this year for 6th. This past December she was evaluated by an ed. pysch. and was diagnosed 2E. Gifted/LD in applied math. I am prepared to see the math scores drop, as it gets more difficult. But, this year everything dropped, except for vocab. 14 %points in Spelling, 16 %points in total LA, 16 %points in math, 7 %points in social studies, 2 %points in science. I'll list the scores respectively (4th, 5th, 6th grades). NPR's Reading Total 84, 95, 93 Spelling Total 68, 73, 59 LA Total 70, 76, 60 Math Total 81, 68, 52 Social St Tot 71, 87, 80 Science Tot 96, 93, 91 Composite 80, 83, 78 Why did they drop so much from 5th to 6th? Should I test her again using the Stanford? She really wants to take the Duke TIP classes at the health museum. Should I get the 504 in place for accommodations in math? I know these scores aren't horrible. What do you all think? Joyce
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