ERIC Number: ED470589
Record Type: Non-Journal
Publication Date: 2002-Oct
Reference Count: N/A
Using Standardized Test Data To Guide Instruction and Intervention. ERIC Digest.
Mertler, Craig A.
This Digest addresses two ways that classroom teachers can use the results of standardized tests: (1) to revise instruction for entire classes or courses; and (2) to develop specific intervention strategies for individual students. Test publishing companies typically provide classroom-level reports to enable teachers to see how a group of students performs. Teachers should examine such reports to see areas in which high percentages of children are performing below average. They then must consider whether the curriculum and the test are aligned and decide what they can do to remedy the situation. An example report from Riverside, the company that publishes the Iowa Tests of Basic Skills, illustrates the kind of data the test published may provide and how to read and use it. Standardized test data can also be used to guide the development of individualized intervention strategies. Nearly all publishers of standardized achievement tests provide both criterion- and norm-referenced results on individual student reports. Bearing in mind that a given subtest may consist of only a few items, the teacher can identify areas in which the student performed below the average, and can develop appropriate interventions. Teachers may wish to begin their inquiry into test results by focusing on such scores as national percentile ranks and their associated confidence bands. Limiting the data to be interpreted and understanding what scores really mean make the process more efficient. (SLD)
Descriptors: Elementary Secondary Education, Intervention, Research Reports, Standardized Tests, Teacher Role, Test Interpretation, Test Results, Test Use
ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Assessment and Evaluation, Washington, DC.