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Standardized Test PRACTICE |
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Listed below are websites for Literacy and Mathematics Practice. |
| Literacy Help and Practice | |
| Guide to Grammer & Writing | Compare and Contrast |
| English Zone | The Reading Matrix |
| Get Creative! | What's the Main Idea? |
| Grammer Blast | Word Games |
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Literacy Practice Exams |
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| Basic Grammer | Reading for the Main Idea |
| Commas | Sentence Correction 1 |
| Intermediate Grammer | Sentence Correction 2 |
| Basic Reading Comprehension | Science Passage |
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Math Help and Practice |
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| AAA Math - 6th Grade | AAA Math - 7th Grade |
| National Library of Virtural Manipulatives | How to Solve Math Problems |
| Disaster Math | |
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Mathematics Practice Exams |
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| Graphs | |
| Basic Operations | Percents and Ratios |
| Estimation Sequences | Basic Math |
| Exponents | Intermediate Math |
| Fractions and Square Roots | Advanced Math |
| Geometry | Basic Algebra |
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Games and Practice Drills - All Subjects |
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| Fun Brain | KidPort : ) |
| Fact Monster | Puzzling & Perplexing Math |
| Homework Help | Study Buddy |
| Homework Spot | Study Games |
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Performance levels for Benchmark: *Advanced: Advanced students demonstrate superior performance well beyond proficient grade level performance. They can apply Arkansas established reading, writing, and mathematics skills to solve complex problems and complete demanding tasks on their own. They can make insightful connections between abstract and concrete ideas as well as provide well-supported explanations and arguments." "Proficient:
Proficient students
demonstrate solid academic performance for the grade tested and are
well-prepared for the next level of schooling. They can use Arkansas
established reading, writing, and mathematics skills and knowledge to
solve problems and complete tasks on their own. Students can tie ideas
together and explain the ways their ideas are connected." "Basic:
Basic students show substantial skills in reading, writing, and
mathematics; however, they only partially demonstrate the abilities to
apply these skills. They demonstrate a need for some additional
assistance, commitment or study to reach the proficient level." "Below
Basic: Below
basic students fail to show sufficient mastery of skills in reading,
writing, and mathematics to attain the basic level." |
| Test |
(ACTAAP) The Arkansas Comprehensive Testing, Assessment and Accountability Program ACTAAP encompasses the state's Smart Start Initiative, which focuses on Grades K-4; the state's Smart Step Initiative, which focuses on Grades 5-8; and education for Grades 9-12. ACTAAP. Used to measure how well a person has learned a specific body of knowledge and skills. |
(ITBS)
The Iowa Tests of Basic Skills Used to compare students' achievement to that of a representative national sample of students. The ITBS is generally used in the elementary schools (grades 1 - 8). |
| Dimension | Criterion-referenced Tests | Norm-referenced Tests |
| Purpose | To determine whether each student has
achieved specific skills or concepts.
To find out how much students know before instruction
begins and after it has finished. |
To rank each student with respect to the achievement of others in broad areas of knowledge. To discriminate between high and low achievers. |
| Content | Measures specific skills which make up a designated curriculum. These skills are identified by teachers and curriculum experts. Each skill is expressed as an instructional objective. |
Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts. |
| Item Characteristics | Each skill is tested by at least four items in order to obtain an adequate sample of student
performance and to minimize the effect of guessing. The items which test any given skill are parallel in difficulty. |
Each skill is usually tested by less than four items. Items vary in difficulty. Items are selected that discriminate between high and low achievers. |
| Score Interpretation | Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant. A student's score is usually expressed as a percentage. Student achievement is reported for individual skills. |
Each individual is compared with other examinees and assigned a score--usually expressed as a percentile, a grade equivalent
score, or a stanine. Student achievement is reported for broad skill areas, although some norm-referenced tests do report student achievement for individual skills. |
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adapted from: Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc. |
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The following is adapted from: Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.