Discussion Question: Post Your Initial Responses To The Disc
Discussion Questionpost Your Initial Responses To The Discussion Foru
Read and analyze “Decision Time – Which Test to Believe” from Chapter 13. How would you respond to Wanda’s parents? Include an explanation of how to read and decipher the information contained on a standardized test score report.
Paper For Above instruction
In addressing the question of how to respond to Wanda’s parents following the analysis of the chapter “Decision Time – Which Test to Believe,” it is essential to consider the complexities involved in interpreting standardized test scores. As educational professionals, understanding the nuances of test score reports and communicating these effectively to parents are critical skills. Such reports contain a wealth of information, including percentile ranks, scaled scores, and overall performance profiles, which can be confusing without proper guidance.
When responding to Wanda's parents, I would start by reassuring them that standardized tests are just one piece of the overall assessment of a student's abilities. These tests provide normative data that compare Wanda's performance to that of her peers, but they do not define her potential or intelligence. I would explain that the score report includes various components that need to be interpreted collectively. For example, percentile ranks indicate how Wanda performed relative to other students, while scaled scores adjust raw scores to a standardized scale that accounts for test difficulty.
Additionally, I would highlight the importance of looking at the trend of Wanda’s scores over time, rather than a single data point, to assess her academic growth. If Wanda’s scores are inconsistent, it may suggest factors such as test anxiety, health issues on testing day, or external circumstances affecting her performance. I would recommend considering multiple measures, including classroom performance, formative assessments, and teacher observations, to gain a comprehensive understanding of her abilities.
To explain how to read a test score report, I would describe the typical sections included, such as the subtest scores, overall composite score, and interpretive notes provided by the testing agency. I would also emphasize the importance of understanding the context of scores—such as the score's standard deviation, percentile rank, and what the scores indicate about Wanda's strengths and weaknesses. For example, a high score in reading comprehension but a lower score in math might direct targeted instructional interventions.
Furthermore, I would advise parents to view test scores as a tool for guiding instruction and supporting Wanda’s learning rather than a definitive measure of her intelligence or potential. I would encourage open dialogue and reassure them that collaboration among educators, parents, and students is key to fostering Wanda’s academic success.
In conclusion, my response to Wanda's parents would be empathetic and informative, emphasizing the interpretive nature of standardized test scores and advocating for a balanced, holistic approach to understanding Wanda’s academic profile. I would offer to review the score report with them in detail and suggest next steps, such as specific educational supports or further assessments if necessary. Ultimately, effective communication and a focus on Wanda's overall development are paramount in supporting her educational journey.
References
American Educational Research Association. (2014). Standards for educational and psychological testing. Washington, DC: AERA.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Guskey, T. R. (2018). On your mark: Challenging the conventions of measurement and grading. Teachers College Press.
Heubert, J. P., & Hauser, P. (1999). High stakes: Testing for tracking, promotion, and graduation. National Academies Press.
Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in education. Pearson Education.
Popham, W. J. (2017). Classroom assessment: Principles and practice. Pearson.
Stiggins, R. J. (2014). Creating a culture of assessment. Pearson.
Thorndike, R. M., Hagen, E. P., & Sattler, J. M. (2015). Educational and psychological testing. Routledge.
Wiliam, D. (2018). In praise of formative assessment. Harvard Educational Review.
Zumbo, B. D., & Gadermann, A. M. (2007). Understanding & interpreting assessment of learning: From Bloom’s taxonomy to Miller’s pyramid. Academic Exchange Quarterly, 11(4), 1–8.