60-day returns • free shipping on USA orders $129+
Grammar, Reading, and Standardized Tests
- This topic has 13 replies, 4 voices, and was last updated 11 years, 10 months ago by
.
Viewing 14 posts - 1 through 14 (of 14 total)
- Posts
I truly am not one to worry about comparing my children to public school children. I trust the process and know that we will be covering grammar down the road. My DD will be 8 this month. We just did the CAT first grade entering second grade test. Her reading comprehension was in the 17th percentile because she was unable to read all the paragraphs. I didn’t read anything to her because I wanted to getting an accurate picture of where she was at. The sample problem included the following words which she was unable to read: Tony, dolphin, clown, danced, laughed. She also scored in the 21st percentile for capitalization and puncuation which we have not formally covered so I didn’t expect her to do well in that area. Spelling was the 33rd percentile. She did outstanding in reading vocabulary, math, and language auding. I’m not sure how to best use this information. Really, I think she should be taking the 2nd entering 3rd grade test before August, unless we decide she is 2nd grade now for these purposes. We have never had to report a grade level and we don’t have to do anything with the test scores unless she is below 13th percentile which I would be concerned about taking the next level test. I know I am rambling. I’m just trying to get all my thoughts out.
I’m not sure about in your state, but in mine, if they score below the 33rd percentile (I think), then you need to prove a years worth of academic improvement, and then they leave you alone. So basically, if the test showed that they had improved over last year, we’d be fine, even if she scored below where they want you to be.
It’s been a while since I’ve done the CAT test, so I may be wrong, but I thought that one you were allowed to read the problems outloud. I know my 7 yo wouldn’t be able to read the words you gave as an example. (She’ll soon be 8). However my son at 8 was reading things like the Chronicles of Narnia on his own by that time. Each child is different. I wouldn’t worry too much about it.
What state are you in? Maybe others from your state ccould chime in this way. Also, maybe look at some other tests that your states allow. Maybe the CAT isn’t the right fit for her. We use the Peabody and love it. We do it over skype and it is orally done. IT’s the closest to CM style that I’ve found for testing. Here’s the link for which test we use: http://www.homeschoolresourcesp.com/rich_text_17.html
I think the best way to use the information from standardized tests is to use it to find weaknesses you didn’t know about. If anything is a surprise then you know what to work on. Generally, however, I think as moms we konw what the weaknesses already are. Otherwise, what I do with the information is just stuff it in a file.
There is something unsettling about the scores even if you tell yourself that they don’t matter. But, can I just say, they really don’t matter in the long term picture. In my opinion, the tests do not truly reflect how well you are educating your child and what they are learning.
(Although, lest you think I’m atnti-test
, I will say that the Let’s Go Learn test was helpful to me with my late reader. It helped me identifiy areas of phonics to work on. That was more helpful than the standardized test.)As far as grade leve, do you need to report this information in any way? If not, does she need to take another test?
We are in MN. The test scores do not have to be reported, only available if the county attorney requested them. We also do not have to do anything unless they score below 13th percentile. If below 13th, then you have to test for learning disabilities. I am not concerned about learning disabilities or the scores in relation to what we have covered. We have never had to report a formal grade level. We could say she is first entering second and leave well enough alone. My concern is being second grade entering third and then if we take that test and bomb it.
I did look into the Peabody test and will use that next year, but we have to stick with the CAT since that is what we designated at the beginning of the year.
Not sure in MN, but in Ohio the score they look at is referring to the overall composite score for the entire test. This means a child can absolutely bomb several areas they are weak in but their strong scoring areas balance out the composite score to something above the minimum the school looks at (might be similar for you).
Now, for practical advice, I would use the test to give you some direction to focus some games or gentle studies if you wish in the next several months or year, but TRUST the process. Children learn over time and improve over time. If you’re not doing grammar/spelling formally yet (because CM doesn’t have it yet!) then you know your child is going to be below ‘grade level’ in those areas for testing. But that will remedy itself when she is older and HAS covered those things.
((HUGS)) Easier to say trust the process than to do it.
I’m in MN also. Here is the MN statute regarding testing:
Subd. 11.Assessment of performance.
(a) Each year the performance of every child ages seven through 16 who is not enrolled in a public school must be assessed using a nationally norm-referenced standardized achievement examination. The superintendent of the district in which the child receives instruction and the person in charge of the child’s instruction must agree about the specific examination to be used and the administration and location of the examination.
(b) To the extent the examination in paragraph (a) does not provide assessment in all of the subject areas in subdivision 9, the parent must assess the child’s performance in the applicable subject area. This requirement applies only to a parent who provides instruction and does not meet the requirements of subdivision 10, clause (1), (2), or (3).
(c) If the results of the assessments in paragraphs (a) and (b) indicate that the child’s performance on the total battery score is at or below the 30th percentile or one grade level below the performance level for children of the same age, the parent must obtain additional evaluation of the child’s abilities and performance for the purpose of determining whether the child has learning problems.
(d) A child receiving instruction from a nonpublic school, person, or institution that is accredited by an accrediting agency, recognized according to section 123B.445, or recognized by the commissioner, is exempt from the requirements of this subdivision.
I am not sure if based on (c) you would need to do additional evaluation. Was her total battery below the 30th percentile? Please note that when it says you must “obtain additional evaluation of the child’s abilities” that is very open ended. It doesn’t say it needs to be the school disctrict (thankfully) or even a professional. Is it possible the Peabody test could be “additional evaluation” (even though it doesn’t qualify as the annual standardized test)? Basically, you determine what “additional evaluation” is.
If you are in the metro area I would stop in at Legacy Homeschool Recources. The owner, Nancy, is very helpful and well versed in MN stuff. If nothing else, she will give you a cup of tea and calm your fears.
If you do decide to do the CAT again, you could use the CAT-E. It is a shorter version of the test and that is what we use.
I agree with everything Tristan said, too!
I’ll just call the company we purchased the test from tomorrow. There are only individual scores for each test area. It gives the raw score, grade equivalent, percentile rank, and Stanine for each area.
, I will say that the Let’s Go Learn test was helpful to me with my late reader. It helped me identifiy areas of phonics to work on. That was more helpful than the standardized test.)
Viewing 14 posts - 1 through 14 (of 14 total)
- The topic ‘Grammar, Reading, and Standardized Tests’ is closed to new replies.