EdPsych Modules PDF Cluster 9

cluster nine

Case Studies

Early Childhood:

“Kindergarten Readiness”

Elementary School:

“Keyboard

Courage

”

Middle School:

“ Teachers Are Cheating?”

High School:

“ SAT Scores”

Module 29:

Standardized Test and Scores

Outline and Learning Goals 524 Types of Standardized Tests 525 Basic Concepts of

Measurement 528 Types of Test Scores 531 Characteristics of

“Good” Tests 534 Summary

537 Key Concepts 538 Case Studies: Re

ﬂect and Evaluate 538

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C L U S T E R

EARLY CHILDHOOD

MIDDLE SCHOOL

HIGH SCHOOL

ELEMENTARY SCHOOL

standardized testing

Module 30:

Issues in Standardized Testing

Outline and Learning Goals 540

High-stakes Testing and

Accountability 541 Applications:

Accommodating Students at Risk 545 Test Fairness and Test Bias 547 Teacher

Certi

ﬁcation and Licensure 549 Summary 552 Key Concepts 552 Case Studies: Reﬂect and

Evaluate 553

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516

Prepare:

As you read the case, make notes:

WHO

are the primary participants in the case?

Describe them.

WHAT

is taking place?

WHERE

is the case taking place? Is the environment

a factor?

WHEN

is the case taking place? Is the timing a factor?

s. Jane Walters and Ms. Sidney Thees

ﬁeld are the kindergarten teachers at Bentley Elementary

School in Arizona. During this week in April, the teachers are busy conducting readiness testing for the
new incoming kindergarten class. The testing helps the teachers determine the strengths and
weaknesses of each child so they can adapt instruction and social experiences to meet the needs of their
students when the school year begins in August. Jane and Sidney have scheduled 30-minute
appointments with the parents of potential incoming kindergarten students. The teachers alternate roles,
one conducting a one-on-one readiness assessment with the child while the other meets with the parent
or guardian to hand out brochures about kindergarten readiness and to answer questions. Amy Shelby, a
student teacher under Jane

’s supervision during the spring semester, will be observing some of the test

administrations and

parent meetings. Jane and Sidney are doing some

ﬁnal preparations

before the appointments begin and are preparing Amy for what to
expect.

Jane begins,

“Now, Amy, you aren’t yet qualiﬁed to give the

BRIGANCE® K & I Screen-II that we use for testing, but you will be
observing. I asked you to practice giving the test so you can ask
good questions when we have

ﬁnished the screening. You know we

need to follow the instructions exactly as written on the testing
materials, right?

”

“Yes, I have been practicing at home reading the instructions to

my roommate,

” replies Amy.

Sidney interjects,

“Well, giving the test is actually the easy part.

The harder part is answering parent questions. Jane, do you
remember Ms. Jackson from last November at parent-teacher
conferences who wanted her daughter to skip the rest of
kindergarten?

” Sidney turns to Amy and continues, “She assumed

that because her daughter had a grade equivalent score of 1.2 on
our district literacy assessment that she should be in

ﬁrst grade.”

Jane replies,

“Yes, it took 30 minutes to convince her that grade

equivalent scores were not that meaningful and shouldn

’t be used to

move students up or down grade levels. I am glad we decided to
stop providing those scores to parents. It just causes confusion.

”

Amy replies,

“Test scores can be hard to explain to anyone. Last

night I was trying to explain the scores to my roommate. She couldn

’t

understand why a child wouldn

’t be considered above average if she

scored two points above the mean for the test. I tried to explain that
average typically refers to a range of scores, not the exact mean.

”

“Well, we typically don’t need to explain test scores to parents at

this meeting. Anyway, Amy, you

’ll sit with me at the child screenings

and parent meetings to observe,

” Jane replies.

As they each begin looking over the folders for their

ﬁrst child of

the day, Sidney says,

“Amy, I forgot to ask . . . did you ever hear

back about your teacher licensure test?

”

Amy replies,

“Yes, I passed the state licensure for Arizona, but

ﬁancé and I are planning to move to Utah in July, so it really

doesn

’t do me that much good. I will have to take the state licensure

exam in Utah as well. I don

’t understand why licensure in one state

isn

’t good enough for every other state.”

Early Childhood

Kindergarten Readiness

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Jane announces,

“Well, we could argue about state versus national licensure all day, but I see our ﬁrst child has

arrived.

”

She turns toward the doorway as she hears a family entering the classroom.

“Good morning, I am Jane. You

must be Maria Sanchez. I

’ll bet you’re excited to be a kindergartener!” Jane says with a smile and a wink.

Maria doesn

’t say a word. She sheepishly looks toward the two ladies who have accompanied her to the

screening.

The older woman turns to the younger one and says something in Spanish. The younger woman replies in

Spanish and then turns to Jane.

“My name is Ana. I am Maria’s sister. I am the only one in our family who speaks

English. I came along today to translate for my mother and sister. Is that okay?

”

Jane replies,

“Well, I am very glad you’re here. We do have the Spanish version of the screening we use and an

individual who is trained to give the screening to children who are Spanish speaking. So we won

’t need you to help

with the screening, but you are welcome to help interpret for your mother during the parent meeting.

”

Ana turns to her mother, and they converse in Spanish for a minute or two. Ana asks,

“Do you mean that I can’t

go in with Maria during her testing? My mother is concerned that she will be considered behind the other kids

because of her English.

”

Jane assures Ana,

“Please tell your mother that the entire test is given in Spanish, so the test score will be based

on Maria

’s abilities, not her English skills. Okay?”

Again, Ana translates for her mother. The mother nods at Jane, but doesn

’t look convinced.

In your opinion, should educators conduct readiness testing for entering kindergarteners? Why or why not?

Why might Maria

’s mother be concerned about how her daughter’s scores will be used by the school?

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518

Prepare:

As you read the case, make notes:

WHO

are the primary participants in the case? Describe them.

WHAT

is taking place?

WHERE

is the case taking place? Is the environment a factor?

WHEN

is the case taking place? Is the timing a factor?

s. Alexandria Bowman has been the principal at Lincoln Elementary School for the past two years. The inner-city

school includes a diverse group of students from various ethnic backgrounds. The school

’s standardized

achievement test scores in reading were up two years ago from the previous year, but they have fallen this past
school year below the state cutoff level in the third, fourth, and

ﬁfth grades. Before leaving for the day, Alexandria

sends an e-mail memo to all teachers and teacher assistants that reads:

Elementary School

Keyboard

Courage

TO: FROM: Subject:

Date:

Lincoln Elementary teachers Ms. Bowman Suggestions for Spring testing October 29, 2008

October 29, 2008
Good afternoon,
Our next teacher in-service training is scheduled for November 14th and will cover standardized achievement
test scores. Our standardized testing scores for reading across several grades fell last year in
comparison to the previous year and are below the state cutoff level. I would like each of you to send me an
e-mail by next Friday with possible reasons for the decline as well as possible solutions so that we may discuss
these on November 14th. Please give me speci

ﬁc suggestions that we can implement over the next several

months in order to prepare for the spring testing session.

Sincerely,
Ms. Bowman
By morning, the principal has received a number of replies, as the teachers and staff are always more vocal

online than in face-to-face interactions. The e-mails include the following:

Ms. Fernández (fourth-grade teacher): Our test scores have fallen because we have so many students who have

learning disabilities and are not being provided with the appropriate accommodations. We need to do a full
assessment on each child and determine the appropriate accommodations we can make to be sure our test scores
are not unduly affected by this group of students in the future.

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Mr. Whitney (

ﬁfth-grade teacher): The problem is that we are

using a norm-referenced test and then imposing criterion-referenced
test interpretations. If our scores are only slightly below average
compared to the national norm, then it shouldn

’t matter that our

scores have fallen slightly below the state cutoff for mastery. We are
still within the average range. I agree we don

’t want this to become a

slippery slope, but I also don

’t think we should panic just yet.

Ms. LeBlanc (reading specialist): I work with students every day

who have dif

ﬁculty reading a few sentences. The standardized

achievement tests require a lot of reading in a short amount of time.
We need to allow certain students extra time to complete the tests. I
am not sure how to decide which students should get extra time or
how much extra time should be allowed, but there is no way some of
these children can

ﬁnish the test in the time allotted.

Ms. Seifert (

ﬁfth-grade teacher assistant): Our students need

more test preparation. Many students are not familiar with the test
format and don

’t understand how to complete the computerized

answer sheets. We should have practice sessions with all the
students. Maybe they could take the test from last year, or we could
give them similar standardized achievement tests so they can practice
test-taking skills.

Ms. Rivadeneyra (special education teacher): Last year

’s test

scores are not an accurate re

ﬂection of our students’ abilities.

Remember that the week before the testing session we had the
shooting two blocks down and had to lock down the school until
almost 5:00 P.M. that day. I would assume that many students were
still shaken up about the event and didn

’t perform as well as

expected. My guess is that the test scores would have been much
better if the testing session had taken place prior to the shooting. I
don

’t think we should get too concerned yet.

Mr. Washington (fourth-grade teacher): I don

’t understand the

problem. Our test scores were only half a standard deviation below
the national average. We have a student body made up of children
from primarily lower-SES homes. Given the population we serve, why
does anyone expect anything more from us?

Ms. Cong (third-grade teacher): I am very glad you are taking this

so seriously. I know this is only my

ﬁrst year teaching, but when I saw

that we had an average percentile score across the grades of 48, I
was astonished. If our students didn

’t even get half of the questions

correct on the test, we simply are not doing our jobs. I don

’t

understand why something wasn

’t done the previous year when our

average percentile score was even lower

—46th percentile. We may

need to discuss radical changes in the curriculum.

After reading the teacher responses, in your opinion, how

concerned should Alexandria be about the fallen standardized test
scores?

Give each person

’s e-mail a score based on how accurate you

think the explanation is for the fallen test scores (1 = not at all
accurate, 2 = somewhat accurate, 3 = very accurate).

Give each person

’s e-mail a score based on how helpful their

suggestions are for improving test scores (1= not at all helpful, 2 =
somewhat helpful, 3 = very helpful).

EARLY CHILDHOOD

MIDDLE

SCHOOL

HIGH SCHOOL

ELEMENTARY SCHOOL

Assess

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520

Prepare:

As you read the case, make notes:

WHO

are the primary participants in the case?

Describe them.

WHAT

is taking place?

WHERE

is the case taking place? Is the environment

a factor?

WHEN

is the case taking place? Is the timing a factor?

s. Lisa Garrison has been at Tri-County Middle School for 12 years as a social science teacher.

Currently, she is serving as the acting principal while the principal is out on medical leave for eight weeks.
Lisa has asked all the teachers to stay after school today for a brief meeting on procedures regarding the
two days of annual standardized testing that will take place next week. As she prepares for the meeting in
her of

ﬁce, the teachers begin to enter the classroom adjacent to her ofﬁce. She can’t help but overhear

some of the conversation.

She hears Ms. Haney say,

“We do this every year. I don’t know

why we need to have this meeting.

”

Mr. Malcolm responds,

“Well, last year there was some

speculation that teachers were cheating for their students. I am sure
we are going to cover that today.

”

Ms. Haney replies,

“I don’t know what cheating is supposed to mean. I would

never

give my students the answers or extra time for the test. I have my
students complete the test and write their answers in the booklet.
Then, after the testing session, I take time out of my life to

ﬁll in the

answer sheet with their answers. Many of them don

’t pay close

enough attention and would get off by a line and screw up the test
results. Filling in the answer sheet ensures that their answers are
recorded correctly. That

’s not cheating.”

Lisa enters the conference room.

“Good afternoon everyone. I

know that you are all busy, but I just thought we should cover some
of the basics of our testing procedures for next week. I

’ll start by

asking if anyone has any questions about the procedures.

”

Mr. Rients asks,

“Yes, this is my ﬁrst year giving the tests. I have

read all the instructions and time limits for the test, and I think I am
set for next week. My question is about the students I have in class
who typically are given extra time and assistance. What am I
supposed to do with them?

”

Lisa replies,

“That’s an excellent question. Many of you will be

giving the test to students who need assistance. The various staff
members involved with each of these children met a couple of weeks
ago to con

ﬁrm the types of accommodations the students should be

given during testing sessions. I have instruction sheets here for each
of those students stating exactly how they should be accommodated.
I

’ll give you the instruction sheets for your students at the end of the

meeting. So please let me know if you have any questions after you
have read the instructions. Any other questions?

”

“Yes, I have one,” begins Ms. Haney. “I understand there was

some speculation last year that the teachers didn

’t follow procedures

correctly. Could you tell us more about that? I

ﬁnd it hard to believe

that the teachers in this school would cheat.

”

Lisa replies,

“I’m not sure cheating is the right word. The issue

was that some teachers didn

’t follow the standard procedures laid out

in the instructions for the test. For example, students must complete
their own answer sheets, but some teachers

ﬁlled in the sheets after

the testing was completed. Also, there was some speculation that a
few teachers allowed their students extra time to complete the
reading comprehension section of the test. Those were the two
issues raised last year, and that

’s exactly why we are having this

meeting today. We need to be sure that we all follow the procedures
exactly.

”

Middle School

Teachers Are Cheating?

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Mr. Rients asks,

“Is it true that our scores last year were way

above the national average? What does that mean for funding from
the state? Will we receive extra funds for salary increases if the
scores improve again this year?

”

Lisa responds,

“Our scores were only half a standard deviation

above the mean. We jumped last year from the 50th percentile and a
stanine score of 5 to the 63rd percentile and a stanine score of 6. If
we follow the procedures correctly this year and our test scores go
back down, we probably will be investigated more thoroughly because
test scores shouldn

’t jump back and forth so drastically, at least not if

the test is doing its job. Besides, the important information is not about
how we compare to the national average. We need to be concerned
about the standards set by the state after No Child Left Behind was
implemented.

”

Given the information presented by Lisa, would you consider

Tri-County Middle School students to be below average, average,
or above average?

In your opinion, was Ms. Haney cheating when she completed

the answer sheets for her students last year?

Is it fair or unfair to give students with disabilities extra time and

assistance on standardized tests? Explain your answer.

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522

Prepare:

As you read the case, make notes:

WHO

are the primary participants in the case?

Describe them.

WHAT

is taking place?

WHERE

is the case taking place? Is the environment

a factor?

WHEN

is the case taking place? Is the timing a factor?

s. Alexia Fortner arrived early this Monday morning to prepare upcoming lessons for her senior math

class. Several of her students took the SAT over the weekend. She is sure much of today

’s discussion

will surround their scores and plans for college now that they have their test scores. Over the past several
weeks, Alexia tried to help prepare her students by giving them classroom tests with answer sheets,
along with tips for decreasing test anxiety, and letting them use one class period to take a practice math
subscale of the SAT test from the of

ﬁcial Web site.

Alexia is particularly excited to hear from Lu Cong, who typically

is given special accommodations on the state achievement tests due
to her limited English pro

ﬁciency. She was particularly nervous about

performing well enough on the SAT to get into a good university.
Alexia spent quite some time over the past several weeks talking with
Lu about the possibility of attending a community college if she
doesn

’t score well and about the

importance of needing to remain calm during the test, as she tends to
crumble under pressure.

Alexia greets her

ﬁrst student, J. T. “Well, how did you do on the

SAT this weekend, J.T.?

”

J. T. announces in his con

ﬁdent, somewhat arrogant voice, “I got

a 600 on the math subscale. I

’m sure I’ll be able to get into the state

university.

” He continues in a more concerned tone, “Bethany only

got a 400. She cried all day yesterday and started seriously looking
into community colleges. I wouldn

’t be surprised if she doesn’t come

to class today to avoid everyone asking her about it.

”

Lu enters the room with a shy smile and says in her choppy

English,

“Ms. Fortner, I got 500 on math. I think will be enough!”

Alexia replies,

“Oh, that’s great! You must have used some of

the techniques we covered in class about relaxing, taking your time
to think, and . . .

”

Trevor interrupts as he enters the room,

“Don’t ask. Just don’t

anybody ask me about the SAT!

”

Alexia scans the room and sees that some students are excited

about their scores and ready to talk but others don

’t look so eager.

Here comes Bethany with her head down, avoiding all eye contact.
Alexia decides it

’s best to leave the SAT scores out of the discussion

for the day.

“Okay, good morning everyone, we are going to discuss

the homework assignment from last week . . . .

”

After school, Alexia runs into Mr. Tom Harris, one of the school

counselors, in the hallway.

“Hey, Alexia, did you hear the news about

’s SAT math score? She’s really excited and sure did appreciate all

your help with her test anxiety problem.

”

“Yes, she told me ﬁrst thing this morning. I’m glad I could help.

Did you hear anything about Trevor?

” asks Alexia. “He seemed to be

very upset this morning about his score.

”

Tom replies,

“Oh, it isn’t that bad. I heard him telling somebody

that he got a 600 on the math subscale. He thinks that will keep him
from getting into his top pick for college. I have to admit that I was
surprised his score was so low

—not that 600 is low—but he is such

an outstanding student and typically scores extremely high on our
state achievement tests. I don

’t really think that score accurately

represents his ability. Do you?

”

High School

SAT Scores

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“Well, I don’t know his overall academic record like you do. I just

know he appears to be a very bright and motivated student. I will say
that he didn

’t seem as nervous about the test as most of the other

students. It was almost like he didn

’t think it would be a big

deal

—maybe he didn’t prepare well,” responds Alexia.
“Well,” begins Tom, “maybe his score is lower because he’s

Black. I know, as a Black man myself, I always got really nervous
about those important tests and never seemed to score as high as I
expected. I had trouble on the SAT and even later in my life on the
Praxis I and Praxis II exams for teacher licensure. I think almost all
standardized tests like those are biased against minority students.

”

Alexia replies,

“That could have something to do with it. I also

know he was very sick with the

ﬂu last week. It could be that his

illness had something to do with it.

”

Do you think it was appropriate for Alexia to use her class time to help prepare her students for the

SAT? Why or why not?

Based on the four students

’ math SAT scores provided in the

case, do you think the students at this school typically are below
average, average, or above average? Is there too much difference
in scores to decide?

Do you agree with Tom that being a minority student might

explain low standardized test scores? Is your answer based on
opinion, experience, or other information?

Assess

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