UNDERSTANDING STANDARDIZED TEST RESULTS Iowa Test OF Basic

UNDERSTANDING STANDARDIZED TEST RESULTS Iowa Test OF Basic Skills (ITBS) and Cognitive Abilities Test (Cog. AT)

OVERVIEW � Purpose and use of assessments � Common test score misconceptions � How to interpret and understand the results (sample profile narrative explained) � Frequently asked questions and answers � Websites which provide additional information

PURPOSE & USE - COGAT Assesses the level of understanding, reasoning, and problemsolving skills of students in three different areas: 1. Verbal 2. Quantitative 3. Non-verbal � The results of Cog. AT are generally used to predict the success of students in school. Reasoning abilities develop throughout a person’s lifetime and develops at different rates. � The results are also useful to help teachers understand adapt to their student’s needs, which will help the student learn more effectively. � However, Cog. AT does not gauge other factors such as motivation, effort and work habits that are also vital for school achievement.

PURPOSE & USE - IOWA ITBS – Iowa Test of Basic Skills � Test measures basic skills � Assesses student achievement and educational development � Iowa assessments help determine how students are performing on nationwide standards � Iowa assessments help teachers identify a student’s strengths and areas that may need additional emphasis � Iowa assessments also measure student growth and progress in the content areas assessed from year to year � The assessments help teachers guide and evaluate instruction

COMMON TEST SCORE MISCONCEPTIONS Percentile rank (PR) means the same thing as percent correct. A PR of 60 means the student scored higher than 60 percent of students nationally for age and grade norms. General cognitive ability is the only factor that is important in school achievement. General cognitive ability affects how rapidly students learn, the conditions under which they learn most effectively, and how much they learn. Differences in levels of cognitive abilities do explain a significant amount of the variation in achievement among students. However, many other factors matter as well: support at home, quality of instruction, motivation, out-of-school activities, and so on.

COMMON TEST SCORE MISCONCEPTIONS Cog. AT standard age scores (SAS) are IQ scores. Cog. AT is NOT an IQ test. Intelligence tests differ from Cog. AT in two critical ways: 1) intelligence tests sample a broad range of abilities in addition to the reasoning abilities that Cog. AT measures and 2) intelligence tests are normed on the entire population whereas Cog. AT is normed on that subset of students who attend school and can take a group-administered test. Cog. AT measures the innate potential or capacity of the student. All abilities are developed. For example, the knowledge and skills that students learn in school and that are assessed by achievement tests are like students’ acquired skills in playing various sports. The general reasoning abilities measured by Cog. AT are like general physical fitness. General fitness is important for success in a wide variety of sports. Using Cog. AT to predict achievement test scores is like predicting how well individuals can probably play a range of different sports given their level of physical fitness. But physical fitness is also, in part, an outcome of participation in physically demanding exercise. Similarly, the verbal, quantitative, and nonverbal reasoning abilities measured by Cog. AT are developed through participation in challenging learning activities.

UNDERSTANDING RESULTS – SAMPLE IOWA & score graph Inte rp info retive rma for I tion OWA Cog. AT score & graph ing Compar d& predicte d observe ent achievem Inter p infor retive m for C ation og. AT

UNDERSTANDING RESULTS – SAMPLE IOWA Score Profile & Graph This table lists the student’s scores for each Iowa Assessments test taken. Unique to Iowa Assessments/Cog. AT combined reports, this report can include predicted national percentile ranks (PRNR) and difference scores based on the student’s Cog. AT scores. The types of scores listed are chosen when the report is ordered. The student’s national percentile rank (NPR) for each test and composite score displays in the bar graph, which is a convenient way to view the student’s score profile and to determine in which areas the student’s achievement seems strongest and weakest. Cog. AT Score Profile & Graph In the box under Iowa Assessments results, Cog. AT scores and information are presented. The form, level, and test date are listed at the top of the left column. The second column shows the raw score for age percentile ranks (APR), and age stanines (AS) for each battery and the composite. These scores are based on the student’s age at the time of Cog. AT testing. This column also provides the student’s grade percentile ranks (GPR) and grade stanines (GS) for each battery and the composite, based on Cog. AT grade norms. The student’s age percentile rank (APR) for each battery and the composite score are displayed in the bar graph, which is a convenient way to view the student’s Cog. AT score profile to determine how the student performed on each battery and the test as a whole.

UNDERSTANDING RESULTS – SAMPLE Comparing Predicted and Observed Achievement Ability scores from the Cog. AT are used to predict achievement scores on the Iowa Assessments. In the sample, the student’s predicted national percentile rank (PNPR) for Reading was 92%. The student’s national percentile rank (NPR) for Reading was 99%. (The student was predicted to score higher than 92% of the students in the reference group, but the student scored 99% higher than the students in the reference group. ) The student’s actual achievement was fairly consistent with the predicted achievement which means that achievement was not significantly higher or lower than predicted in the subject areas. *When comparing predicted scores and actual scores, look for any areas with a significant discrepancy between the scores. If a student’s actual achievement is significantly lower than the predicted achievement in a particular subject area, that may indicate a need for improvement in that subject. At that time, it is important to look at previous test scores, grades, classroom performance, motivation, and other pertinent factors.

UNDERSTANDING RESULTS – SAMPLE Interpretive Information for Iowa The narrative provides information to help teachers and parents understand the information presented in the report. A description of the meaning of three ranges of national percentile ranks (NPR) is presented. Interpretive Information for Cog. AT The narrative provides information to help teachers and parents understand the goals for classroom instruction specific to the needs of the student.

FREQUENTLY ASKED QUESTIONS & ANSWERS � What is the purpose and use of the Iowa and Cog. AT? The Cog. AT assesses reasoning and problem solving abilities, and the Iowa assesses student achievement. Together the tests provide valuable information regarding educational development, students’ strengths and weaknesses, student growth from year to year, and help teachers guide and evaluate instruction. The diocese does not use standardized tests for passing or failing students, nor are they used for evaluating teachers, principals, and schools. � Why are scores on Cog. AT and the achievement test different? The two tests measure different things, so scores should not be expected to be identical. For example, if a student has a percentile rank of 85 on the Verbal Battery and a percentile rank of 80 on the Reading section of a standardized achievement test (e. g. , the Iowa Assessments), the difference is insignificant. Although the two scores are not identical, they are consistent because (in this example) both indicate that the student is above average. Note that very high (or low) scores on one test are unlikely to be as high (or low) on the other test.

FREQUENTLY ASKED QUESTIONS & ANSWERS � What is the purpose of the ability profile? The ability profile assists teachers in locating specific instructional suggestions for helping the student learn based on the student’s Cog. AT scores. The ability profile summarizes information about the level and pattern in each student’s scores for the three batteries. As students change, so will their ability profiles. � What is the basis of comparison for these test scores? Student are being compared with a national representative sample of her or his age and grade peers. The comparison is NOT based solely on the students who are in the same class.

FREQUENTLY ASKED QUESTIONS & ANSWERS � What is my child’s IQ? The type of score known as an “IQ” is no longer used in large-scale assessments and the Cog. AT does not give IQ scores. The Cog. AT measures developed reasoning abilities that grow with activities in and out of school that challenge students to reason about their experiences. Unlike specialized IQ tests, Cog. AT is normed only on that portion of the population that attends school and can take a group-administered test. � Is my child gifted? There are many types of giftedness and those scores on Cog. AT are related to one type, namely, academic giftedness. Giftedness in any area depends on many factors and all of these cannot be determined by a single test. Further, students who excel in the primary grades often do not achieve such high rankings compared with classmates as they mature. The “gifted” label implies a permanence that often misleads. Focus on the development of the child’s interests and talents, not on whether the student is or is not gifted.

FREQUENTLY ASKED QUESTIONS & ANSWERS � What do the Cog. AT scores indicate about the student’s ability to learn? If the student has below-average or very low scores on Cog. AT, understand that all individuals can learn, but they do not all learn at the same rate or in the same way. Discuss what is being done in school to help this individual learn. If the student has average or higher scores on Cog. AT and is doing very poorly in school, explore possible reasons for the discrepancy and discuss what can be done both by the school and by the parents to help the student. � How can Cog. AT scores predict achievement in school? Predicted achievement levels reflect how students in the national sample who obtained similar scores on Cog. AT performed in school. Look at broad ranges, such as above average or average, to designate the level of achievement. These expected levels of achievement should be viewed as only one guideline for setting expectations of the student’s progress in school. It is important to understand that predicted levels change overtime. It should not be viewed as a permanent consignment to a particular level of achievement. Factors such as effort, attention, attitudes, work habits, and support at home also influence school achievement.

FREQUENTLY ASKED QUESTIONS & ANSWERS � How can teachers and parents work together to help the student become a more effective learner? Parents can capitalize on their child’s strengths while supervising homework, helping their child practice skills, or providing enrichment experiences. Some parents can use the suggestions for adapting instruction that are provided online for each Cog. AT ability profile. Parents and teachers should discuss community or school resources that would benefit the student. Effective communication between parents and teachers is the best method to ensure student success. � Why are these Cog. AT scores different from those the student received earlier? Individuals who assume that Cog. AT scores should be constant also assume that the test measures innate rather than developed abilities. Large changes in scores are not uncommon between kindergarten or grade 1 and grade 3 or 4. This reflects, in part, differences in the abilities that are measured by the tests that can be administered at each age. Score changes also reflect errors of measurement inherent in all assessment instruments and differences in the opportunities students have had to develop their reasoning abilities. Students who come from advantaged backgrounds often show less advantage as other students catch up. For all of these reasons, students who receive very high scores on the first test they take are most likely to receive somewhat lower scores on the second test.

RESOURCES FOR ADDITIONAL INFORMATION � Every student assessed with Cog. AT receives an Ability Profile score that highlights both the level and pattern of a student's ability. Cog. AT is unique in offering this score that provides educational guidance for all students. Educators and parents can visit www. cogat. com, plug in a student's profile, and receive: General characteristics of learners with this profile Instructional strategies tailored to the individual profile Additional lists of resources and support materials For additional information about the Cog. AT, please visit the following site: http: //www. riversidepublishing. com/products/cog. AT 7/learnmore. html � For additional information about the Iowa, please visit the following site: http: //riversidepublishing. com/products/ia/learnmore. html � � For additional information regarding interpreting assessment results, please visit the following site: http: //itp. education. uiowa. edu/ia/IA_Interpreting. Results. aspx