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Standardized Test NWEA MAP (Norm Referenced)

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Standardized Test NWEA MAP (Norm Referenced)

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1. One of the standardized assessments that our second graders take is called the MAP test. Measures of Academic Progress (MAP) is an adaptive achievement and growth test developed by NWEA. Each student's learning level is taken into consideration in creating a personalized assessment experience that measures progress and growth for each individual. A student who answers a question correctly is then provided with a harder one. If the student does not get the answer correct, they are given an easier question. The assessment reveals what our student knows, as well as thier readiness to learn (https://www.testingmom.com/tests/nwea-map-test/).

For this student, I have the results of the math portion of the test. Math is an area of strength for this student. Even through testing, he is able to demonstrate a deep understanding of mathematics. Because the language used in standardized tests is so dense, it can be inequitable for some of our EL students. However, this student has a solid understanding of the foundational math concepts and of the academic language used in the questions in order to answer them.

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2. Reading Fluency Benchmark Assessment- In this particular fluency assessment, a passage is timed for one minute to measure the number of words and the student's accuracy. This is a formative assessment done at the beginning of the school year. Students are graded based on the words they correctly utter per minute (WCPM), accuracy, and clarity of their responses. They are assigned weekly passages that correspond to their grade level. This helps develop fluency through weekly practice while monitoring progress. This particular student did pretty well and self-corrected as he was reading.

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3. COGAT Test-The COGAT known as the The Cognitive Abilities Test aims at evaluating students' reasoning and problem-solving abilities by providing a group-administered aptitude test in grades K-12. The goal of aptitude tests is not to assess a student's existing knowledge, but rather to determine their ability to apply analytical and problem-solving skills.

The CogAT measures three different cognitive abilities.
During the verbal section, we measure a child's ability to recall, transform, understand and comprehend sequences of English words, as well as make inferences and judgments about them. The quantitative section assesses a child's understanding of basic quantitative relationships and concepts. This section measures reasoning abilities in a non-verbal format using pictures and geometric shapes. This reduces the impact of language on the student's score.  A composite score is a total of all three batteries (https://www.scusd.edu/sites/main/files/file-attachments/the_cogat_test_explanation_for_parents.pdf).

The COGAT falls under a norm-referenced test. A norm-referenced test (NRT) is primarily used for classifying or grouping students. Its purpose is to highlight the differences in achievement between and among students in order to produce a reliable ranking of students on a scale of achievement from high to low.

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3. When a test is criterion-referenced, its results are compared with characteristics gathered from a set. Basically it measures how well a student can perform a specific skill or task or how well the student can perform a multitude of skills or tasks. A criterion-referenced test can be high-stakes that can be used to make important decisions regarding students, educators, schools, or districts. They may serve as "low-stakes tests" to assess individual students' performance, identify learning difficulties, or inform instructional changes.

The Wonders Unit Test is a Criterion Referenced Test. The Unit test of my student could not be obtained, but here is an example of what it looks like.  This unit test consists of both multiple-choice questions related to reading comprehension and a passage based on writing. By using the text as a guide, they can write the details of the story. However, this is an example of a criterion reference test, not a unit test for this student.

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WIDA Access Standardized EL Licensure Specific (Criterion Referenced)

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WIDA Access Standardized EL Licensure Specific (Criterion Referenced)

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4. ACCESS Test -WIDA" Assessing Comprehension and Communication in English State-to-State" is an assessment for English Language Learners K-12 which measures a student's English proficiency in Social & Instructional Language, Language of Language Arts, Language of Mathematics' Language of Science and Language of Social Studies. Each test is scored differently, depending on assessment type and language domain (Listening, Speaking, Reading, Writing) (https://wida.wisc.edu). The test results are not passed/failed, but rather an assessment of the student's proficiency in English starting at 1 (entry) up to 6 (reaching) level.

This student is now a 2nd grader and is close to exiting the program. In my role as an ESL teacher, I will focus on building his writing ability and giving him opportunities to improve his speaking ability. His writing and speaking have improved even more since last year's ACCESS test.

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5. This teacher-made quiz is used to help students learn how to tell the sequence of events in a narrative story. This quiz uses visuals and a word bank as scaffolding. This particular student was asked to write how he gets ready for the day. As you can see, this 2nd-grade student used more simple sentences and direct statements. The student was able to use transitional words, like First, Next, Then, and After (The rubric is connected to this quiz).

Compared to his ACCESS scores from the previous year, this student has improved greatly in his writing and reading skills and you are able to see it through these examples.

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7. Teacher-made EL-specific test. The student had to identify complete sentences or sentence fragments. Once identify make it a complete sentence and then add proper capitalization and punctuation. Grammar and mechanics as well as practicing his writing skills are involved in this teacher-made test. Using the reading fluency assessment and writing samples that I have provided, you can see that this student is building his skills and paying attention to details that will inspire him as he builds his writing skills.

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WIDA  (EL) Quiz Licensure specific (Teacher Made) Part 1 Rubric

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WIDA  (EL) Quiz Licensure specific (Teacher Made) Part 1 Rubric

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5. The rubric was for a teacher-made quiz. Since the student is at a level 3, he uses transitional words to organize details and writing. His writing includes capital letters and punctuation. He is mostly able to write the subject and verb in the sentence which is a skill that shows he is emerging into the higher level of writing.

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8. The following is an example from our Wonders curriculum. By showing textual evidence and indicating where the evidence came from, the student fills out the sentence frame. After that, he discussed the answers with his partner. Scaffolding would be the sentence frames and sentence stems as well as the pairing piece (small-group discussion). Discussions allow for students to build their speaking skills and listening skills.

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6. The student was asked to find textual evidence within this narrative text as part of a homework assignment. By circling and underlining, he was able to determine the specific grammatical rules. The homework sample was also designed to explore the differences between simple and compound sentences. To make his last sentence fit this narrative story, he had to make it up and connect it. I believe he did very well on this homework assignment and met the expectations.

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Student Interests Inventories (When I Learn...)

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Student Interests Inventories (When I Learn...)

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10. The student interests evaluations help me, as a teacher, determine what my students are interested in and what they need from me in the learning environment. It is vital for me to understand my students on many levels so I am able to create a safe, encouraging, and confident learning environment for them. Some students may be too shy to express themselves and this observation is a great way to show us their feelings through questions and answers. When we observe our students, we can learn so much about their qualities and interests that we can use to engage them in the learning process. Our teaching strategies can incorporate their interests, but knowing how our students learn best will also help us figure out how to respond appropriately in those pedagogical moments.  Teachers who are aware of cultural distinctions and the impact it has on student learning, can develop practices and materials to better meet students’ individual needs (Garcia & Malkin, 1993).

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9. Students use this task-by-task sheet to prepare for a new school year. For instructional and task purposes, some have to use it over the course of the year. The mainstream teacher, SPED specialist, and ESL teacher made this observation to see how well the student is adjusting to the new school year. Though this particular student does not have an IEP, we use this type of assessment to help him stay on task. The student appears to sometimes withdraw, so we wanted to track some data to make sure his mainstream teacher knows what tools to provide him with in the classroom setting.

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11. Interactional Competencies-My observations came from a morning meeting. An interactional competence observation is used when observing children's interactions with teacher-structured settings (whole-group). During this particular observation, the teacher led a whole group morning meeting and then had students go into a small group to discuss with their peers the subject of voting. What is voting and why is it important? I observed this student and noticed that he was engaged with his peers. At times he was a bit more hesitant to share his thoughts, but once encouraged, he participated appropriately in conversations and demonstrated understanding of oral direction.

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Licensure specific student work sample Observation (formative assessment)

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Licensure specific student work sample Observation (formative assessment)

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12. This is a formative assessment, observation of a licensure-specific student work sample. The purpose is to observe the writing skills of the students. An ESL teacher conducted the observation. Several notes illustrate how the student is identifying language in writing and making positive connections. The student does an excellent job with punctuation, capital letters, and connecting ideas. The student is still developing the skills such as using transitional phrases such as, for example, in conclusion to guide the development of a story.