In 2008, more than 50 percent of Arkansas' public school
students at all grade levels scored at grade level or above on the
Arkansas Benchmark Exams.Arkansas Benchmark Exams The achievement
gap between majority and minority students narrowed for the second
year in a row on the 2008 Arkansas Benchmark Exams.
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Accountability concerns the obligation of comprehensive school
improvement planning, reporting, explaining, or justifying
standards, making them responsible, explicable and answerable
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This term refers to any test instrument or other student
achievement evaluation method used to measure student learning and
performance.
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This term refers to the six criterion- referenced tests that
are administered to students in Grades 3- 8.
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A criterion-referenced test (CRT) is an assessment instrument
customized around the Arkansas Curriculum Frameworks. The Benchmark
Exams are CRTs. In Arkansas, the test items are based on the
academic standards in the Arkansas Curriculum Frameworks and are
developed by committees of Arkansas teachers, with support from the
Department of Education and the testing contractor. CRTs are
administered in Grades 3-8, End-of-Course Exams in Algebra I and
Geometry, and a Literacy Exam at Grade 11.
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A norm-referenced test (NRT) is a test where the test items are
built around a vendor's set of curricular objectives. The test
provides information that compares the performance of students
against the performance of a sample of students from across the
country. The Iowa Tests are currently given to Arkansas students in
Grades K-9.
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A performance assessment requires the students to use knowledge
and skills to act directly in a way that reveals the student's
level of accomplishment and expertise. differs from a conventional
paper-and-pencil test in the same way that a driving test for one's
license differs from the written test. In the former case, the test
is meant to realistically simulate driving "performance" - to
replicate some typical "tests" that arise in daily driving. In the
latter case, the learner is tested for knowledge of driving facts
and rules, not whether the student knows how to employ them in
performing the act of driving.
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Kindergarten Qualls Early Learning Inventory (QELI) (also 1 st
graders never in school before) Norm referenced test K 2 (SAT 10 )
Criterion referenced test 3 8 (Stanford and Benchmarks called
Augmented Benchmark)
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Information from publisher is here:
http://pearsonassess.com/haiweb/cultures
/en-us/productdetail.htm?pid=SAT10C
http://pearsonassess.com/haiweb/cultures
/en-us/productdetail.htm?pid=SAT10C Example of a home report:
pearsonassess.com/hai/Images/dotCom/s at10/sat10_home_report.pdf
pearsonassess.com/hai/Images/dotCom/s at10/sat10_home_report.pdf
Example of individual student report:
pearsonassess.com/hai/Images/dotCom/s at10/sat10_student_report.pdf
pearsonassess.com/hai/Images/dotCom/s at10/sat10_student_report.pdf
Example of group report: pearsonassess.com/hai/Images/dotCom/s
at10/sat10_group_report.pdf pearsonassess.com/hai/Images/dotCom/s
at10/sat10_group_report.pdf
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Slides 13 45 copied directly from the ADE web siteADE web
site
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Houghton Mifflin Harcourt Company
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Screen all children entering kindergarten Include special
education and LEP students Screen all first grade students who are
attending a public school for the first time
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Educators of primary-grade children cite school readiness as
among the most serious challenges they face in achieving the
educational and developmental goal they have for their students.
Peter D. Hart Research
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Children must be ready to make the transition from home or
child care to formal education. Just as important, schools must be
prepared to help ease that transition for children. Education
Commission of the States
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The Qualls Early Learning Inventory is an assessment tool for
use in the primary grades (Pre-K, K, and 1) to identify student
development in six behavioral characteristics related to school
learning. The Inventory assesses developing behaviors, so it can be
used to inform classroom instruction. The QELI is not language
dependent and can be used to assess children who are emerging
speakers of English. A Pre-K version of QELI is available.
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Assessments that are fair for all children Assessments based on
realistic settings that reflect a childs actual performance
Assessments based on multiple, systematic observations and
documentation Assessments that are linked to follow-up instruction
NAEYC calls for:QELI National Association for the Education of
Young Children Position Statement on Curriculum and Assessment,
November 2003
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Suitable for Pre-K, Kindergarten and early First Grade students
4-page Inventory booklet One for each child observed Teachers
Directions and Interpretative Guide One for each teacher
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General Knowledge the extent to which the student possesses
general information and facts expected of children at this age Oral
Communication how well a student communicates ideas, describes what
has been seen or heard, or asks about things Written Language the
extent to which the student recognizes and writes letters or simple
words
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Math Conceptshow well a student understands and uses beginning
mathematical ideas and processes Work Habitsthe extent of a
students persistence, resourcefulness, and independence in
completing tasks Attentive Behaviorthe students ability to sustain
focus on classroom activities
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To describe the developmental level of a child in behavioral
terms To help identify those students who might be at risk due to
delayed development To report initial status and progress to
families To enhance communication between Pre-K programs,
Kindergarten teachers, and staff
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To select students for Kindergarten Low scores are not
necessarily an indication of a disability or deficiency Remember:
Documents learned behaviors Calls attention to skills that can be
developed with proper instructional intervention To retain students
To place students in special education
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May be used as a Communication and transition tool for PK
teachers Data results should be a tool to: Help guide instruction
for the PK and K student Share results with all staff Share with PK
teachers Strengthen the K and PK teachers knowledge of the areas of
students strengths and weaknesses Assist in long range
planning
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It is NOT a reflection of the school It is NOT a tool to
discourage the child from entering Kindergarten It IS a snapshot of
the child It IS a tool that will provide the teacher and parent a
quick observational overview of the child
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Score Reports
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Progress is compared to a sample of Arkansas Kindergarten
students. State
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18% of my class is delayed in the area of Work Habits
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Kindergarten Readiness Indicator Checklist (KRIC) Getting Ready
for School Calendar Getting Ready for School Teachers Guide ADE and
DHS Benchmarks and/or Frameworks Qualls Early Learning Inventory
(QELI) LINK For Teachers
http://arkansased.org/parents/readiness_indicators.html
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Generally completed by classroom teacher Approximately 10
minutes per child Based on multiple, recent observations of a child
in a typical school setting
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Suitable for all children Can be used regardless of language
background Useful for students with special needs
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Read the entire Inventory Pay attention to wording of
statements to accurately document students readiness skills Focus
on how frequently you observe a behavior Use the same standard for
all students Come to consensus with other teachers on meanings of
terms like rarely and sometimes
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Rarely The skill is observed once in a while. Skill must have
been observed at least one time. Sometimes The skills has been
observed consistently or on a regular basis Often The skill has
consistently been demonstrated.
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Some The skill has been observed but not observed consistently
or on a regular basis. Most The skill has consistently been
demonstrated.
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For some behaviors, it is more important to consider your most
recent observations In these examples, a childs most recent
attempts are more relevant than total attempts since the beginning
of the school year.
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However, some behaviors should be considered based on multiple
observations over time. Certain questions also require thought
about how appropriate a childs response is, not just the frequency.
In this example, if the child often uses a complete sentence, but
the sentence is seldom relevant to the overall conversation, then
Rarely describes the behavior more accurately than Often.
