In order to prepare for Ingrid’s grandmother I would have a
print out of the scores available. Having the scores there in hand would likely
make it easier to explain. I would begin by explaining how the scores are done.
I would be sure to tell her that the percentile is not how many Ingrid received
correct (a percentile score), but rather where Ingrid stands in comparison to
all other children who have taken the test (a norm-referenced test).
I would try to describe Ingrid’s performance scores in a
factual way, I know I have a habit of trying to sugar-coat things which is not
always useful. Not saying that Ingrid’s scores are undesirable, I just know
that it is important to stick to the facts when discussing serious matters such
as scores on a standardized test. I would show her that Ingrid did extremely
well in reading comprehension, science, and social studies. Although I know I said
sticking to facts is important, I would be sure to mention that children tend
to score lower in subjects such as science so it is great that Ingrid scored so
well in that section and that Ingrid’s strengths can help her in the subjects
that she didn't do so well on.
I would explain how Ingrid ranked in terms of her spelling,
math computation, and math concept scores. Although they are lower than average
I would remind Ingrid’s grandmother that these are subjects that children tend
to have difficulty in. I explain that some practice should help Ingrid to
increase her scores for the next year’s test. Before doing that though I would
explain that ranking Ingrid among other children isn't necessarily the best way
to assess a child.
If Ingrid’s grandmother asked for ideas to help strengthen
Ingrid’s skills I would suggest fun activities that relate to the fields where
Ingrid needs help. If Ingrid has some sort of E-tablet at home, I would
recommend a variety of apps that have math games and spelling activities to
make the practice fun and engaging for Ingrid. I would also offer sending home
practice sheets for Ingrid to work on, I would encourage Ingrid’s grandmother
and Ingrid to work together so that Ingrid doesn't feel as if the work is ‘more
homework’ and become discouraged, and also so that Ingrid receives extra help
if she needs it.
Sugar coating things sometimes is easier than telling the facts straight out; however, I am sure that Ingrid's grandmother would understand the tests scores better and would come to terms with them if you described to her that this type of standardized testing seems to over estimate and under estimate students abilities because they are strictly being compared to other students. Having said that, I would suggest telling Ingrid's grandmother the difference between criterion-referenced and norm-referenced testing. By telling her this, she would realize that these scores are not as important as individual testing that shows what students know about a specific lesson.
ReplyDeleteI would also suggest taking anecdotal data on Ingrid's academic performance. By taking data on Ingrid's academic performance in mathematics and spelling, you could know exactly what elements of the subject matter Ingrid struggles with. This data could also help you determine what activities you will give Ingrid to help with her struggles in spelling and mathematics.
Lastly, in giving Ingrid activities to do at home, always think of a back up to implement just in case Ingrid does not have a computer or materials to help her at home with her academic activities. Also, it may be better to give activities to Ingrid in the classroom, because you will be able to provide immediate feedback to Ingrid and will be able to help her correct her mistakes.
It's good to also provide qualitative data on how Ingrid performs within the classroom as well as reporting just the scores. Performance often indicates things that standardized testing does not. It also may help her grandmother come up with things to do at home with Ingrid, since she may not be aware of what Ingrid does and does not respond to within the classroom setting.
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