May 2004 — Features
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Computerized Adaptive Testing: Effective Measurement for All Students
Like most school districts, the dilemma we face is striking the right balance in our instructional processes to meet the needs of every student, whatever his or her ability level. Under the NCLB requirement to show adequate yearly progress (AYP), Meridian schools have demonstrated proficiency levels ranging from 85%-94%. However, impressive as that sounds, AYP requirements would force us to focus primarily on the needs of children who have not hit proficiency standards - as few as 6% of our students. That leaves a large number of students getting less of our attention, which is not acceptable since we cannot ignore the other 94%.
Cathy Thornton, principal of Frontier Elementary School in the Meridian district, sees the diversification of her students, including special-needs children, as a primary cause for required change in testing techniques. Frontier has a disproportionate number of special-needs students for our district, with 100 of its 650 students (15%) classifying as ELL. In addition, 41% of its students are on the free and reduced-price lunch program.
"In the past, we were able to simply 'shoot for the middle' and hit most everybody's needs," says Thornton. "Today, though, needs are greater, and we must have more information in order to pinpoint the areas of instruction of real value to each student." Thornton relies on the CAT data to provide that information.
CAT data can also help guide instruction for gifted students. Traditionally, educators have delivered instruction to the largest population in the classroom - the average student - with the expectation that very bright students would continue to thrive and progress on their own. We now know that it's the top percentile of the student population - the truly gifted - who oftentimes don't display adequate growth simply because they're not introduced to new and challenging material.
Christine Lawrence, a gifted facilitator for Meridian schools, concurs: "Studies have shown that most gifted kids actually show negative growth at the high ends, which isn't surprising. It's difficult to grow at the high end because there's not much you don't know, and what you don't know is pretty complicated." She relies on the CATs to identify individual strengths and weaknesses, as well as to recognize areas in which gifted students can be challenged.
Making Sure No Child Gets Left Behind
Being able to identify and meet the needs of all students is why our district began using computerized adaptive testing several years ago. This use has resulted in a huge paradigm shift in our methods of instruction and buildingwide systemic changes, which have accelerated over the last three years. The test data is part of our ongoing, ever-evolving way to get a more complete view of our students and their potential for growth - an objective that requires solid information.
My metaphor to explain the type and value of information we must have is simple: it's like looking at data through four very different lenses. First, there's the achievement lens, which reflects where a student, class or district ranks on a scale compared to the norm. Then there's the proficiency lens, the tool that's used to determine grade-level requirements and standards. The third, and most powerful, lens is the growth lens, which is a way to expose progress made and measured annually, as well as to help assess the need for instructional modifications. CAT data meets all three of these goals. The fourth lens is the instructional lens, which focuses on the relative strengths and weaknesses of the student as measured by the subtests.
