Education

What are standardized test scores? How does standardized testing work and how do the testing scores apply to you and your education? Keep reading to find information and statistics associated with standardized testing.

To gain some idea about the use of standardized test scores in the United States, here are some statistics to help form a picture. We’ll look at the national assessment and standardized-assessment used in college admissions.

National Assessment of Educational Progress (NAEP)

NAEP is the only national assessment in the United States that is both representative and continuing. It is given in reading, mathematics, writing, science, the arts, civics, economics, U.S. history, and geography. Because the results can be compared across all the states, the report on the NAEP administration is sometimes referred to as “The Nation’s Report Card.”

• In 2004, the average reading score for 9-year-olds was 219, for 13-year-olds was 259, and for 17-year-olds was 285.

• In 2004, girls’ average reading scores were better than boys’ at all three ages.

• In 2005, the average science score for 4th graders was 151, for 8th graders was 149, and for 12th graders was 147.

• In 2005, boys’ average science scores were better than girls’ at all three ages.

• In 2004, the average mathematics score for 9-year-olds was 241, for 13-year-olds was 281, and for 17-year-olds was 307.

• In 2004, boys’ average mathematics scores were better than girls’ at all three ages.

College Entrance

The use of standardized testing in for college admissions is an area of testing that has perennial attention, as each year thousands and thousands of high school juniors and seniors take and retake the SAT and ACT in the hopes that it will boost their chance of getting into the college of their choice. Here are some statistics about the SAT:

• The mean SAT scores for college-bound high school seniors in 2007 was:

* 515 in Mathematics
* 502 in Critical Reading
* 494 in Writing

• In 2007, the highest mean Mathematics scores were obtained by Asian students; the highest mean Critical Reading and Writing scores, by White students.

• In 2007, students with a parent who had a bachelor’s degree scored 18-20 points above the mean for all students, depending on the test (Critical Reading, Mathematics, Writing), and students with a parent who had a graduate degree scored 54 or 58 points above the mean, depending on the test. Students whose parents had obtained an associates degree or less education scored below the mean.

• In 2007, college bound seniors with a high school GPA up to B+ scored below the mean scores for all students, while students with a GPA of A-, A, and A+ scored above the mean.

• In 2007, every high school graduate in Maine took the SAT Reasoning Test, while only 3% of students in South Dakota•the state with the lowest percentage of test-takers did. Overall, 48% of graduating high school seniors took the SAT Reasoning Test in 2007.

• In 2007, the state with the highest mean score in:

* Critical Reading was Iowa (608), where only 4% of graduating high school seniors took the test.
* Mathematics was Iowa (613), where only 4% of graduating high school seniors took the test.
* Writing was Illinois (588), where only 8% of graduating high school seniors took the test.

• In 1967, the mean score for Critical Reading was 543 and for Mathematics was 516. In 2007, the mean score for Critical Reading was 502 and for Mathematics was 515. The Writing test was first reported in 2006.

FairTest, which opposed the use of the standardized testing in college admissions, reported in 2008 that 775 four-year colleges have backed off the use of SAT I and ACT in their admissions, and that it is not a factor in considering a substantial number of students to whom they grant admission. FairTest reports that most schools are pleased with the admissions results.

Institutions on the list include Bard College, Bates College, Bennington College, Bowdoin College, Juilliard School, Lake Forest College, Middlebury College, Saint Lawrence University, Texas A&M, University of Texas, Wheaton College, and many, many others.

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The SAT Passage-based reading sections can produce time management challenges and difficulties for SAT-takers. Many students score poorly on these sections; however, using the IQ  KGS  PR CGS strategies will help SAT-takers significantly increase their SAT scores on the passage-based critical reading section.

The publisher attempts to use unfamiliar subjects for its reading passages to compensate for outside knowledge and experience, but what you bring to the text in the way of experience and knowledge remains just as important as what they select for the readings.  So if you know the answer apart from the SAT reading, trust your own knowledge and answer accordingly.  The SAT reading cannot contradict facts. For medium-length, long, and paired SAT reading passages…

1. Read the short INTRODUCTION to the SAT reading passage first, reflecting on any prior knowledge or reading that relates to the subject. The introduction is printed in italics. Try to determine if the passage is expository or narrative from reading the introduction.

2. Read the QUESTION stems that follow the SAT reading passage twice. Previewing the question stems enhances comprehension and begins to access your outside knowledge before you begin to read. While reading the question stem the first time, circle the following KEY words:

“according to the author (passage)” Make sure to answer from this point of view.
“main idea” This is the most important thought of the passage.
“best” Another answer may be acceptable, but this one most closely fits.
“mainly” Not completely, but most importantly.
“chiefly” Compared to the others, this is above the rest.
“except” This identifies something that does not belong with the rest.
“some”     Not all.
“implies (suggests)” The author has hinted at, but not directly stated.
“only” This means exclusively that one and no other.
“primarily” This means mainly or the chief one, before all others.
“most likely” A logical prediction or conclusion.
“similar” Asks for a comparison.
“differs” Asks for a contrast.
“most nearly means” Asks for the definition in context.
“assertions” Points to be made.
“most directly” Most specifically.
“imagery” A mental picture or image.
“tone” The manner in which something is said.
“organization” How the passage is structured.
“developed” How the thesis is proven throughout the passage.

3. Read the question stem a second time and mark each with a “G” if it is a GENERAL question and “S” if it is a SPECIFIC question. A general question stem is one that can be answered without looking back in the passage for specific details. “Best title,” or “the main idea,” or “the tone of the passage” are examples of general question stems on the SAT reading section. Sometimes they will have reading passage line numbers as reference; other times they will not. A specific question stem is one that cannot be answered unless you look back for the details in the passage. The specific question stem will always have a line number as reference.
If the passage is expository or persuasive:

4. PREVIEW the passage by reading the last sentence of the first paragraph. The thesis statement is found here in about 50% of all expository reading. Then read the first sentence in each body paragraph. The topic sentence is found her in about 80% of all expository reading.

5. READ the passage, carrying on a dialogue with the text. Focus on finding the sections that deal with the question stems that you have already read. Mark a CHECK by any answers to questions that you remember from reading the question stems.

If the passage is narrative:

4. PREVIEW the passage by reading the first and last sentence in the SAT reading sections. Frequently, the most important clues to the meaning of a short narrative passage are in these positions.

5. READ the passage, carrying on a dialogue with the text. Focus on finding the sections that deal with the question stems that you have already read. Mark a CHECK by any answers to questions that you remember from reading the question stems.

6. Answer the GENERAL question stems (those marked “G”) first. Guess on any general question stems of which you are not sure. Do not return to the general test problems for re-consideration. Then, go back and answer the SPECIFIC question stems. Take the time to hunt and peck throughout the passage, using the line number references, to find the right answers, if needed.

Some additional hints…

The Passage-based SAT reading test problems are a bit different than the Sentence Completion test problems. The Passage-based test problems are mixed up in terms of order of difficulty. They do not go from easy to hard. On the paired passages, some question stems relate to both passages.

The tone of an ethnically related passage is always positive, so the correct answer choices should reflect this focus.

The SAT reading sections always refers to doctors, lawyers, artists, writers, scientists, and educators with respect. Keep this in mind when selecting answer choices.

For paired passages, complete the test problems for the first passage before reading the second passage. Mark a “1” after the “G” or “S” after reading the question stem the second time.

The answer to a test problem that has a line reference number will often not be in the specific line cited. Many times the answer is found up or down a few lines from the line reference.

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High school learners are qualitatively different than younger learners. You certainly can “teach an old dog new tricks” by understanding the cognitive and social characteristics of high school learners. Using the right instructional strategies to maximize the learning advantages and address the learning challenges of high school learners can make all the difference in their success.

High School Cognitive Development

Most high school students have achieved the formal operational stage, as described by Piaget. These students can think abstractly and need fewer concrete examples to understand complex thought patterns. Generally speaking, most students share the following characteristics:
1. Need to understand the purpose and relevance of instructional activities
2. Are both internally and externally motivated
3. Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence
4. May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning
5. Want to establish immediate and long-term personal goals
6. Want to assume individual responsibility for learning and progress toward goals

High School Social Development

High school students are experimenting with adult-like relationships. Generally speaking, most students share the following characteristics:

1. Interested in co-educational activities

2. Desire adult leadership roles and autonomy in planning

3. Want adults to assume a chiefly support role in their education

4. Developing a community consciousness

5. Need opportunities for self-expression

High School Instructional Strategies

High school students are still concerned about the labeling that takes place, when one is identified as a remedial reader. Labels and stereotypes are both externally imposed (by other students and, sometimes their parents), but are primarily internally imposed (by the students themselves). Years of academic failure, due to lack of reading proficiency, have damaged students’ self-esteem. Many students have lost confidence in their ability to learn. Students have developed coping mechanisms, such as reading survival skills e.g., audio books or peer/parent readers, or behavioral problems, or the “Whatever… I don’t care attitudes” to avoid the tough work of learning how to read well. High school teachers need to be extremely mindful of student self-perceptions. A few talking points may be helpful:
“Unfortunately, some of your past reading instruction was poor; it’s not your fault that you have some skills to work on.” a.k.a. “blame someone else”
“You can learn in this class. If you come to class willing to try everyday, you will significantly improve your reading, I promise.”
“I know you have tried before, but this time is different.”
“You will be able to chart your own progress and see what you are learning in this class.”
“Some of my past students were like some of you. For example, ___________ and he passed the high school exit exam after finishing this class. For example, ___________ got caught up to grade level reading and is college right now.” Personal anecdotes provide role models and hope for high school remedial readers. Any former students who have been successful will provide “street credibility” to the teacher and the class.
“You aren’t in this class forever. As soon as you master your missing skills, you are out.”

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