The joy of the Lord is my strength.

Steps in Teaching

1. Diagnose and assess the needs of the learner.
2. Choose appropriate instructional materials.
3. Select materials and activities, then offer relevant instruction.
4. Evaluate the outcomes.
5. Use evaluation results to decide on the next step. Go on to new objectives or review old ones.

Terms and Meanings

Measurement / Evaluation

• Measurement is the process of taking a test, i.e. weighing yourself on a bathroom scale.
• Evaluation is judging what a test score means and deciding what action to take next. The same "score" on a bathroom scale would be evaluated differently by a person with a height of five feet and another person with a height of six feet.
• Important evaluation decisions should never be based on a single test score.

Informal Evaluation / Formal Evaluation

• Informal evaluation takes place constantly in the context of instruction. Does the child understand the material?
• Formal evaluation is testing to see if an objective has been mastered.
• A combination of formal and informal evaluation yields the best results.

Reliability / Validity

• Reliability means the test gives consistent results. A bathroom scale that showed a reading of 122 in the morning, 115 after breakfast, and 145 in the evening would not be reliable.
• Validity means the test measures what it sets out to measure. A multiple-choice test cannot measure speaking or writing ability. A bathroom scale cannot measure height.
• No test is perfectly valid or reliable.

Objective Tests / Subjective Tests

• Objective test questions have only one right answer (multiple-choice, true-false, matching, fill in the blank). In the world of sports, racers are judged objectively.
• Subjective tests may be scored differently by different people (essay tests). In the world of sports, ice skaters are judged subjectively.
• Both objective and subjective tests have value, depending on what is being measured. Objective tests yield more consistent results and are therefore more reliable.

Aptitude Tests / Achievement Tests

• Aptitude tests are predictive. They are designed to predict future performance and to measure a person's ability to learn. Intelligence (IQ) tests are designed to measure aptitude.
• Achievement tests are reflective. They are designed to mesure the skills and knowledge a person has attained.
• In reality, both kinds of tests measure both things, but they differ in emphasis.

Teacher-Made Tests / Standardized Tests

• Teacher-made tests are specifically geared to the students and the objectives taught in a specific situation. They yield information on individual student progress as well as on the general effectiveness of instruction.
• Standardized tests are administered under standard conditions wherever and whenever given. All test-takers are given exactly the same instructions, the same amount of time to work, and the same scoring. Standardized tests are more useful for making judgments about large groups of people than about individuals.

Criterion-Referenced Tests / Norm-Referenced Tests

• Criterion-referenced tests, also called mastery tests, compare a person's performance to a set of objectives. Anyone who meets the criterion can get a high score.
• Norm-referenced tests compare an individual's performance with the performance of others. They are designed to yield a normal curve, with 50% of test takers scoring above the 50th percentile and 50% scoring below it.

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Arranging for Testing

Some Sources of Standardized Test Materials and Scoring Services for Home Schoolers

The following information is likely to change with time. Please e-mail me if you find something that should be updated on this page.

• ACSI, 1-719-528-6906, 1-800-367-0798, www.acsi.org
  • SAT 9 (Stanford), 1996 version, normed for Christians
  • Only ACSI member schools may order tests. Individual home schools may combine to form a member school if 10 or more students are served. School membership fee was $219.00 per year in 1999-2000. Parents may not administer tests to their own children.
  • Cost in 1999-2000: Grades 1-3 $4.70 per test plus $6.75 to score. Grades 4-6 $3.90 per test plus $5.30 to score. Grades 7-8 $3.90 per test plus $5.30 to score. Grades 9-12 $3.60 per test plus $5.30 to score. Teacher books are $10.60 for each level.
  • Time considerations: Order 3 weeks before test date. Return test within 3 weeks. Look for results 4 weeks after tests are returned. Tests must be given in April in order to use national norms.
  • Notes: Only ACSI member schools may order. Individual home schools may combine to form a member school if 10 or more students are served.
• Bob Jones University, 1-800-845-5731, www.bjup.com
  • Iowa Test of Basic Skills (achievement test)
    Cognitive Ability Test (aptitude test)
    Stanford Achievement Test
    Otis Lennon (aptitude test)
  • Cost: $29.00 for achievement test, $41.00 for combination of achievement and aptitude test. It is recommended that an aptitude test be administered once in elementary school, once in junior high and once in high school. Ability tests may be administered each year.
  • Time considerations: Order 2 weeks before test date. Return test within 60 days. Allow 4-8 weeks for results. Deadline for spring norms is July 31.
  • Note: You must be a qualified tester for the Iowa test, meaning you must have a four-year college degree.
• Christian Liberty Academy, 1-847-259-4444, www.homeschools.org
  • California Achievement Test, 1970 version
  • Cost: $20.00. $20.00 additional for an optional service to help you make use of the results.
  • Time considerations: Order at least a week before testing. Return completed tests within 2 months. Results come back in 2 weeks
  • Note: CLA owns the copyright for this test.
• Hewitt Homeschooling Resources, 1-360-835-8708, www.hewitthomeschooling.com
  • PASS test for grades 3-8 ($26.00 & shipping $4.50)
  • Time considerations: Order at least 2 weeks before testing, return tests within 4 weeks, look for results in 4-6 weeks.
  • Note: This test is not timed. Although it is nationally normed, check in advance to be sure it will satisfy the school to which you submit the results if this testing is required.
• Seton School, 1-540-636-9990, www.setonhome.org
  • California Test of Basic Skills, 4th edition ($20.00 including scoring and reporting scores)
  • Time considerations: Order at least a week before testing. No deadline to return completed tests. Allow 2 weeks for results after tests are returned.

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Preparing for Testing

• Factors that correlate with high test scores:
  • Ample recreational reading.
  • Small class size (tutorial is best).
  • Stability at home, two parents.
  • Family discussions around the dinner table.
  • Good health and nutrition.
  • No more than four hours of TV a day.
  • Little time spent playing video games.
• Schedule the test.
  • Find a source (see the previous section or check with your state organization)
  • Schedule the test for the middle of a week, not just before or after a holiday or special event. Choose a time of day when your child is most alert.
  • Don't test after heavy physical activity.
  • Allow no interruptions. Disconnect the phones.
  • Allow for breaks and refreshments between subtests.
  • Test for no more than an hour at a time to avoid fatigue.
• Take a relaxed, positive approach to testing.
  • Help kids anticipate tests with interest.
  • Consider giving frequent timed tests throughout the year (on math facts, for example) to help kids overcome test anxiety.
  • Tell children the test measures only one small part of them. It doesn't measure character, talent, and many other important things.
  • Some test anxiety is a good thing, as long as it's not debilitating.
• Explain to students why they are being tested.
  • It will help us find your relative strengths and weaknesses.
  • It will help them see how they are progressing from year to year.
  • It will help us decide how to improve instruction.
  • It is required by law (when applicable).
• Tell students what to expect during the test.
  • Share the planned schedule.
  • The test is timed. There is plenty of time to finish, but don't waste time or daydream.
  • This is not like a regular test. You are not expected to know all the answers. It is virtually impossible to get a perfect score! The important thing is to do your personal best.
• Tell students what will be done with the results.
  • The results will not affect their grades or whether they will "pass" at the end of the year.
  • We will go over the results together (if you plan to do so).
  • The results will be sent to ___ to fulfill the requirements of the law (if applicable).
• Teach "testwiseness" tips.
  • Before starting a test, relax, breathe, focus your mind and pray that you will do your personal best. Some test anxiety is normal and beneficial.
  • Listen carefully to all of the directions and make sure you understand them completely.
  • Always check that you are marking the correct line on the answer sheet.
  • Read all of the choices. Usually one answer will be almost right. Choose what you think is the best answer. If you are not sure, eliminate the ones you know are wrong and choose from those which remain. Do not skip questions, but don't waste time on very hard questions.
  • If you make a mistake, erase completely. Your first response is usually best. Change an answer only if you are sure you were wrong.
  • Use all of the time. If you finish before time is called, go back to review and recheck your answers carefully.

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Interpreting Test Scores

• Raw score. This is the number of items the student answered correctly. It is used to calculate the other, more useful scores.
• Stanine. One of nine equal sections of the normal curve. Stanines can be easily averaged and compared from test to test, but are less precise than other scores.
• Normal curve equivalent (NCE). For these scores, the normal curve is divided into equal units ranging from 1 to 99, with an average of 50. These can be averaged and compared from test to test or year to year.
• National percentile (NP). Percentile scores range from 1 to 99 with an average of 50, but the units are not of equal size. A score of 74 means the student scored higher than 74% of children in the norm group. Percentile scores can not be averaged or compared from test to test. The difference between 45 and 49 is much smaller than the difference between 95 and 99! In fact, the difference between 98 and 99 is about the same as between 50 and 60.
• Grade equivalent (GE). Grade equivalent scores can be misleading. A third grader with a GE of 5.3 has performed as well as the average fifth grader in the third month of school would probably perform on the third grade test. This does not mean the child is ready for fifth grade material, just that she is above average. A 5.3 in math is not equivalent to a 5.3 in reading.

When are percentile score differences significant?

• If a student's composite percentile rank is between the 25th and 75th percentile, differences of at least 18 points between the composite score and a subtest score are significant.
• If a student's composite percentile rank is between the 76th and 87th or the 13th and 24th percentile, differences of at least 12 points between the composite and a subtest score are significant.
• If a student's composite rank is between the 88th and 99th or the 1st and 12th percentiles, differences of at least 6 points between the composite score and a subtest score are significant.

May he give you the desire of your heart, and make all your plans succeed. Psalm 20:4