May 2004 — Features
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Computerized Adaptive Testing: Effective Measurement for All Students
With this combination of data, we have a complete view of each child. We can also fashion growth targets measured throughout each school year, as well as across grade levels and years, to determine whether a student is meeting or exceeding his or her personal goals. Of course, assuring success necessitates different types of instruction depending on the student. With special-needs children, for example, you need to combine skill instruction at their particular instructional level and grade-level instruction every day. Thus, a child who might be far behind can achieve more than a year's worth of growth (through accelerated learning) to reach his or her true target.
Testing for Better Results
Starting in spring 2002, the entire state of Idaho moved to the new "blended solution" ISAT. For the districts that had been using NWEA's CAT to supplement the former state test, this meant they would have less testing while still getting the same quality and depth of data.
The ISAT, delivered via computer, comprises two different parts. The first is a fixed-form, grade-specific test that has traditionally been used to provide information aligned to grade-level content and achievement standards as required by NCLB regulations. Following that is a CAT that presents items to each student based on his or her ability level. This portion of the test is based on NWEA's unique computerized "Measures of Academic Progress" assessment system, which is designed around an equal-interval growth scale to provide the most accurate test available.
To measure the effectiveness of this unique test format, NWEA gathered research comparing student results on the fixed-form portion of the test with the computerized adaptive section. Conclusions from the analysis came as no surprise to me or our teachers. While the fixed-form portion of the test, like most measures developed for NCLB, provides adequate data relating to midrange students, it fails to effectively measure students at the high and low ends of the ability spectrum. So, gifted children aren't presented with questions that really challenge them; thus, they lose interest. This leads to the "Smart Kids Left Behind" dilemma: If we don't get a clear picture of what these students need to grow academically, they may not get the resources necessary for their continued progress.
Children at the other end of the spectrum (i.e., those working below grade level) tend to become discouraged by questions too difficult for their abilities. Among both of these groups, we see students tuning out either due to frustration or boredom. However, when students move on to the computerized adaptive portion of the test - with items individualized to student ability levels - both strugglers and advanced learners re-engage.
Therefore, it comes as no surprise that the computerized adaptive portion of the test provides four times more information about how to help each child, thereby enabling highly informative, individualized decision-making. Equally precise for all students, CATs also provide characteristics of performance; for example, not just high or low ratings in reading, but high or low ratings in reading comprehension. Our bottom-line findings are that the adaptive portion of our current test process can effectively measure 99% of the students in our district.
