Information about Standardized Test Results
A parent generally shouldn’t be overly concerned about test results unless the teacher is. The teacher looks at the result in conjunction with how the child has succeeded at their schoolwork over a full year and decide if it reflects reality or not. Parents can do this too. The test is only one piece of data among many others, including class tests, homework and teacher observation throughout the year.
Some background information on standardized tests.
How do teachers prepare children for the test? It is accepted as more that ‘good practice’ not to ‘teach to the test’. In fact it is vital not to ‘teach to the test’ as doing so invalidates the test. We do not prepare the children for the specific questions in the standardized tests. If we did that would negate the ‘standardized’ aspect of them and the results wouldn’t be authentic. These results just show how a child performed in one test with a set of questions that they are not prepared for in any way. The format may be unfamiliar.
Other aspects to consider
We test the pupils in May and June of each year. However the curriculum does not end until the end of June. Also, the test for 3rd and 4th and 5th and 6th are very similar but the test is scored differently to accommodate for the class level. For those reasons, some of the sums, included towards the end of the test will be unfamiliar to the students. Some children will approach these more difficult questions as problems to be solved and with a ‘can do’ attitude may get some right. Others can be somewhat perturbed by their unfamiliarity and say ‘Teacher you never taught us how to do this!’
The timing of the tests
The English or Maths tests are completed in a day. We are advised not to ‘test’ on a Monday or a Friday or on a day after an event like ‘Sports Day’ or the day of the School Tour. Children find the standardized tests challenging. At 2nd class, one section of the English test is 40 minutes long and the Maths test can take over an hour. In older children the time is longer. That’s a long time for pupils to sit quietly, work independently, concentrate and to remain motivated.
While the teacher is there to supervise and ‘support’ the children, the examinees do not get help or advice from the teacher. Exams by their very nature are all too often an endurance test as much as a test of knowledge and abilities.
Exam Skills
Then there are ‘exam skills’. These are still very much developing in school. Time management is one of these skills. It is considered ‘good practice’ the teacher moves around the classroom during the test. So, for example, if a child gets ‘stuck’ on one question they can be advised to ‘leave it until later and move on’. On the other hand some children are inclined to rush and did not understand the importance of checking back over their work. The standardized test results are a ‘snapshot’ on the day. Perhaps a child was tired or distracted. Maybe she didn’t realise the significance of the test and didn’t do their best. Teachers walk a tightrope between reminding the children to do their best yet not cause children unnecessary worry.
An analysis of errors made
Teachers analyse errors, particularly in the Sigma T Maths Test. The children do the first two pages with direction from the teacher. They are then given up to an hour to complete over forty questions. Some children were up to me very quickly to say they had ‘finished’ the paper. Some children equate doing best with finishing first. Coming up after even twenty minutes means that a child has given less than 30 seconds to:
– read a question
– decide what needs to be done
– arrive at an answer
– and check it is correct.
STen Scores
In the end of the year reports, results will be given in the form of STen scores. (A system of scoring from 1-10). Just a few simple mistakes like those described and a child can drop a STen Sometimes it can be a case of one or two more correct/incorrect answers and a STen would go up or down. If the child got a STen of 5 (national average) last year and a STen of 4 (below average) this year, it can seem like the child is beginning to have difficulties whereas the reality is, if they hadn’t made two or three avoidable errors they would still be at a 5. We assess the STen results over a number of years to get a more accurate reading of each child’s attainment.
Using the Data
Teachers assess the individual scores against pupil’s performance in other years. Sometimes parents are spoken to to explain noticeable drops or rises in STen scores. Teachers inform the following year’s teacher of the scores and targets for the pupil in the following year. The school also looks at the data to assess how teaching and learning initiatives are working and we can plan new interventions based on the data.
Finally
The Department of Education expects the STen results for pupils in 2nd, 4th and 6th classes in English and Maths to go on school reports. However, in Virgin Mary G.N.S. results in all classes from 1st to 6th in English and Maths go out on reports to ensure that parents get a regular update on their pupils progress.
Some background information on standardized tests.
How do teachers prepare children for the test? It is accepted as more that ‘good practice’ not to ‘teach to the test’. In fact it is vital not to ‘teach to the test’ as doing so invalidates the test. We do not prepare the children for the specific questions in the standardized tests. If we did that would negate the ‘standardized’ aspect of them and the results wouldn’t be authentic. These results just show how a child performed in one test with a set of questions that they are not prepared for in any way. The format may be unfamiliar.
Other aspects to consider
We test the pupils in May and June of each year. However the curriculum does not end until the end of June. Also, the test for 3rd and 4th and 5th and 6th are very similar but the test is scored differently to accommodate for the class level. For those reasons, some of the sums, included towards the end of the test will be unfamiliar to the students. Some children will approach these more difficult questions as problems to be solved and with a ‘can do’ attitude may get some right. Others can be somewhat perturbed by their unfamiliarity and say ‘Teacher you never taught us how to do this!’
The timing of the tests
The English or Maths tests are completed in a day. We are advised not to ‘test’ on a Monday or a Friday or on a day after an event like ‘Sports Day’ or the day of the School Tour. Children find the standardized tests challenging. At 2nd class, one section of the English test is 40 minutes long and the Maths test can take over an hour. In older children the time is longer. That’s a long time for pupils to sit quietly, work independently, concentrate and to remain motivated.
While the teacher is there to supervise and ‘support’ the children, the examinees do not get help or advice from the teacher. Exams by their very nature are all too often an endurance test as much as a test of knowledge and abilities.
Exam Skills
Then there are ‘exam skills’. These are still very much developing in school. Time management is one of these skills. It is considered ‘good practice’ the teacher moves around the classroom during the test. So, for example, if a child gets ‘stuck’ on one question they can be advised to ‘leave it until later and move on’. On the other hand some children are inclined to rush and did not understand the importance of checking back over their work. The standardized test results are a ‘snapshot’ on the day. Perhaps a child was tired or distracted. Maybe she didn’t realise the significance of the test and didn’t do their best. Teachers walk a tightrope between reminding the children to do their best yet not cause children unnecessary worry.
An analysis of errors made
Teachers analyse errors, particularly in the Sigma T Maths Test. The children do the first two pages with direction from the teacher. They are then given up to an hour to complete over forty questions. Some children were up to me very quickly to say they had ‘finished’ the paper. Some children equate doing best with finishing first. Coming up after even twenty minutes means that a child has given less than 30 seconds to:
– read a question
– decide what needs to be done
– arrive at an answer
– and check it is correct.
STen Scores
In the end of the year reports, results will be given in the form of STen scores. (A system of scoring from 1-10). Just a few simple mistakes like those described and a child can drop a STen Sometimes it can be a case of one or two more correct/incorrect answers and a STen would go up or down. If the child got a STen of 5 (national average) last year and a STen of 4 (below average) this year, it can seem like the child is beginning to have difficulties whereas the reality is, if they hadn’t made two or three avoidable errors they would still be at a 5. We assess the STen results over a number of years to get a more accurate reading of each child’s attainment.
Using the Data
Teachers assess the individual scores against pupil’s performance in other years. Sometimes parents are spoken to to explain noticeable drops or rises in STen scores. Teachers inform the following year’s teacher of the scores and targets for the pupil in the following year. The school also looks at the data to assess how teaching and learning initiatives are working and we can plan new interventions based on the data.
Finally
The Department of Education expects the STen results for pupils in 2nd, 4th and 6th classes in English and Maths to go on school reports. However, in Virgin Mary G.N.S. results in all classes from 1st to 6th in English and Maths go out on reports to ensure that parents get a regular update on their pupils progress.