Understanding Your Child s ERB Scores

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1 Understanding Your Child s ERB Scores An Overview of Standardized Testing at KSMS Cheri A. Crow Learning Specialist Krieger Schechter Middle School

2 Educational Records Bureau ERB is the company that created the standardized tests we administer each Spring Company founded 1927 Private, non-profit, membership organization Currently 2000 member schools Over 360,000 students take ERBs each year ERB created the CTP4, WrAP and ISEE tests

3 About the ERBs CTP4 stands for Comprehensive Testing Program Version 4 A multiple choice, computer scored test CTP4 was created in 2002 Will be used for approximately 10 years WrAP stands for Writing Assessment Program - an essay writing exam ISEE stands for Independent School Entrance Exam - a shorter version of the CTP4 + WrAP

4 Testing Program at KSMS Students take the CTP4 in 5-7th grade 7th graders also take the WrAP writing assessment 8th graders take the ISEE if they plan to apply to Independent High Schools

5 WrAP - Writing Assessment Program 7th grade students write an essay up to two pages in length to a unique prompt each year They are given two testing periods to draft and edit their essay using a computer The WrAP is scored by an independent agency in the following areas Overall Development - Mechanics Organization - Word Choice Support - Sentence Structure

6 ISEE - Independent Schools Entrance Exam Includes Verbal Reasoning, Reading Comprehension and Math Approximately 3 hours in length Essay writing is included Not scored Sent directly to high schools as a writing sample Can find more erblearn.org How to register, practice tests, etc.

7 What does the CTP4 Test? ACHIEVEMENT - REASONING - Reading Vocabulary Writing Mechanics Writing Concepts Mathematical Concepts Verbal Reasoning Quantitative Reasoning

8 Why Do We Test? Check on growth in achievement Compare school s achievement w/similar schools Monitor curricular program effectiveness Identify students for review and reteaching and possible formal testing Communicate student s progress clearly with teachers and parents

9 Verbal Reasoning is The ability to think, reason, and solve problems in different ways. Requires the student to organize, compare, analyze and synthesize information.

10 Verbal Reasoning - Example I If all vehicles provide transportation, and if automobiles and ships are vehicles, then (A) (B) (C) (D) all vehicles are either automobiles or ships ships are used for the same purposes as automobiles ships and automobiles provide transportation all things that provide transportation are vehicles

11 Verbal Reasoning - Example II In a different language, lin flom means blue ball, sli flom ack means big blue wheel, and plen ack means big star. In this language, which is the word for wheel? (A) flom (B) sli (C) lin (D) plen

12 Verbal Reasoning - Example III Analogical Reasoning KILN : HEAT:: (a) (b) (c) (d) stove : oven drain : pipe gate : fence lamp : light Students must determine the relationship between the two top words and choose a pair related in the same way

13 Quantitative Reasoning is the ability To apply mathematical concepts and principles To demonstrate flexibility in thinking To identify critical features in new situations To make correct generalizations To compare mathematical expressions

14 Quantitative Reasoning includes Figural Reasoning, which is The ability to use geometric figures to infer relationships, to perceive progressions and predict what would be the next step in those progressions, to generalize from one set of figures to another, dissimilar set of figures, and to manipulate spatially.

15 Quantitative Reasoning - Example I A tank that holds 8,000 gallons of water is only one-quarter full. How many gallons of water are in the tank? (A)1,000 (B)2,000 (C)4,000 (D)6,000

16 Quantitative Reasoning - Example II A = 12% of Paul s salary B = 1/8 of Paul s salary Which statement is true? (A) A is greater than B. (B) B is greater than A. (C) A and B are equal (D) There is not enough information to tell which is greater.

17 Vocabulary Skills Tested Recognition and understanding of a wide range of grade-appropriate vocabulary and use of context clues to determine meaning Identifying correct definition, synonym, or antonym Distinguishing among subtle shades of meaning in choosing the appropriate word or words to fill in the blanks in a sentence

18 Reading Comprehension is defined as The process of understanding and constructing meaning from text. It requires the ability to decode words, maintain fluency when reading, knowledge of vocabulary, familiarity with the subject, working memory, sustained focus, and verbal reasoning.

19 Reading Comprehension Tests Recall of information Explicit info who, what, when, where, why, and how; putting details in order; recognizing specific factual information from the passage Implicit info hypothesizing - using information from passages infer about the motives or behaviors of the characters; inferring the authors intent

20 Reading Comprehension also includes Identifying the main ideas Recognizing cause / effect relationships Categorizing info in text Comparing & contrasting similarities and differences between and among different characters, events and places in the text

21 Writing Mechanics Understanding of spelling, capitalization, punctuation, and usage conventions. The writing segments require that the student recognize these concepts in their proper form not that they produce them.

22 Writing Concepts and Skills Understanding of the components of effective written composition Overall organization and logical sequencing Recognizing effective transitions Purpose, audience, focus for writing Proper use of supporting details and accurate word choice

23 Mathematical Concepts Conceptual understanding of mathematics Application of mathematical knowledge to solve problems Ability to compute or estimate solutions

24 Understanding Test Scores ERB test reports include information about your student s scores based on a comparison to norm groups It may be helpful to have your child s test score report on hand as you view the next slides

25 Norm Groups Independent School Norm - created using independent member schools; recalculated each year based on the past 3 years of data National Norm - created using all school types - independent and public in 2002; (educational testing completed by psychologists is based on national norms) Suburban Public Norms - suburban public member schools - recalculated each year based on the past 3 years of data

26 Understanding Your Child s Scores Percentile Ranks - show how many students your child scored better than in a norm group (i.e. a percentile rank of 88 means a student scored better than 88 percent of students taking the test in that norm group) This does not mean the student correctly answered 88 percent of the questions Stanine Ranks - the percentile scores were divided into 9 subgroups based on a bell curve; Stanines are numbered 1-9 (scores 1-3 are below average, 4-6 average, 7-9 above average)

27 Understanding Stanines Percentile Ranks Stanine Percent of Students at each level

28 Preparing Our Students for Testing They should always attempt to do their best when taking tests To come to school well-rested and eat a good breakfast including protein To bring a bottle of water to use throughout testing

29 Preparing Our Students for Testing Fifth grade students are given sample tests We encourage all students to guess rather than leave a question blank - 25% chance of getting credit for the question; no penalty for wrong answers Learning in the classroom every day is preparation for these tests

30 Testing Accommodations To receive accommodations, formal testing must be completed by a licensed psychologist showing reason for accommodations Accommodations may include: Extended Time Use of Calculator Answering in Booklet - No Bubble Sheet Reader

31 Questions? If you have questions concerning your Middle School student s standardized test scores, please contact Cheri Crow, KSMS Learning Specialist x297

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