BJU Press Blog

standardized testing

Last Chance for Stanford 10!

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It’s that time of year—time to start planning for spring standardized testing. Remember, these tests shouldn’t be “high stakes.” They’re more like a checkup that monitors growth. When I was a kid, I loved testing. I was tested by our local homeschool support group every year from first grade through eighth grade.  I know standardized testing was a headache for my mom (she coordinated the whole thing for about forty families), but it was great for us kids. There were three half-days of testing. Each day after our testing, we’d get to play together for a couple of hours. And when we were all finished, we had a huge pizza party.

Here at BJU Press we just finished mailing out our 2016 Testing Catalog this week. If you’re used to using the Stanford Achievement Test Series (known as Stanford 10), this is an important year. Pearson, the publisher of the Stanford 10, is discontinuing the test after this year. Pearson is also discontinuing the related abilities test called the Otis-Lennon School Ability Test® (or OLSAT®).

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If you’re looking for an alternative to the Stanford 10, the Iowa Tests® are a good option. The homeschool support group that my family participated in switched from Stanford to Iowa Tests when I was in third grade. In fact, the Iowa Form C is the most up-to-date standardized test available. BJU Press enables you to test any time of the year with the Iowa Tests. You can browse the Iowa Tests on our homeschool website. If you decide to use the Stanford 10, here are a couple of important dates to keep in mind.

          April 30 is the last day to order Stanford Tests.

          May 31 is the last day to send completed Stanford Tests back for scoring.

It’s very important to observe these dates. BJU Press is not permitted to fulfill any Stanford Tests orders after April 30, 2016, or to score Stanford Tests after May 31, 2016. And of course, no one wants to do standardized testing in the summer anyway . . .

Happy testing!

Special Needs Testing

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Testers often ask the BJU Press Testing & Evaluation team how they can accommodate a student’s special needs. Here are some suggestions for educators who are working with children who have special needs.

Dyslexia

There are several types of dyslexia, so it is wise to ask the child’s parents detailed questions. How severe is the child’s dyslexia? Has a physician or psychologist given any instructions? A diagnosis from a physician or psychologist should include instructions for testing and help you know how to accommodate that child’s dyslexia.

ADD/ADHD

A good rule of thumb for children with ADD/ADHD would be “less is more.”  The shorter the amount of time they are sitting, the longer their concentration will be. If a subtest is generally thirty minutes, split it into two fifteen-minute segments instead. This allows them a break to refocus before finishing the test. But be sure to let them know in advance that they will not be able return to questions they attempt before the break.

Other Accommodations & Tips

Read Aloud

The more a student reads on his own, the better it reflects on his ability. Consider extending the time limits or allowing the student to read aloud.

Reading comprehension and vocabulary tests may not be administered orally since doing so changes them from a measure of reading ability to a measure of listening ability. When you return the test for scoring, please be sure to note any sections where reading assistance was given and specify the type/degree of assistance.

Extend Test Times

Test times may sometimes be extended by up to 50 percent. For example, a thirty-minute test may be given with a forty-five-minute testing time. Extending the testing time allows children to become accustomed to being timed while still having their needs accommodated. If  you extend the testing time by more than 50 percent though, it is considered untimed and should be noted as such.

Keep in mind that the Stanford (10th edition) is already untimed. The math computation portion of the Iowa Tests® is designed as a speed drill. If time is an issue, it’s best to skip this optional section. Skipping it will not affect math totals or overall scores.

Choose the Right Level

Choose the test level that best matches the child’s actual curriculum level.  Do not choose the test level for the grade level that the child should be working at. And if a child is working at multiple levels, you can match the test and grade levels by looking at his levels in the core subjects (reading, language, and math).

Select the Right Type

Achievement tests measure a student’s knowledge. Abilities tests measure a student’s reasoning skills for subjects. A combination test (combining achievement and abilities testing) can help you determine if a student is working to his potential. So select the type of test based on what you want to know about the child—his knowledge, his reasoning skills, or whether he’s reaching his potential.

You can also special order tests for visually or hearing-impaired children. If you’re interested in learning more about special needs testing, contact our Testing & Evaluation team at 800.845.5731.

What have you found to be helpful for testing children with special needs?

Test Without the Stress

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Achievement testing. You probably dread it. Your child probably dreads it. But, just as a physical checkup at the doctor’s office is helpful to make sure your child is growing properly, annual achievement testing can help you make sure your child is making appropriate progress academically. Here are a few tips to reduce the pre-testing stress.

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• Help your child know what to expect.
Practice tests can help familiarize your child with the testing situation (setting, format, answer sheets, etc.) and are extremely helpful, especially if your child has never taken a standardized test or has not taken one for a long time.

• Continue with your usual routine.
There’s no need for last-minute cramming. You and your child have been preparing all year! If you focus too much on upcoming testing, your child may feel overly pressured and overwhelmed.

• Make sure your child gets a good night’s sleep.
Try not to plan late-night activities before testing. Send your child to bed on time (or even a little early) so he or she can be well-rested.

• Fix a good healthy breakfast.
Testing is never fun on an empty stomach, so make sure your child eats breakfast. Try to avoid serving breakfast foods that are high in sugar so your child won’t experience a “sugar crash” later on in the day.

• Make testing fun.
Testing? Fun? Yes, testing can be an enjoyable experience, especially if you plan ahead. Make sure your tester gives your child frequent breaks during the day, and bring along some fun things to do during those times. You might even want to prepare some special snacks.

Do you have other tips for a stress-free testing experience? Please share them in a comment!