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Note: This paper was updated April 5, 2000
Parents learn how their children are doing in school in many ways, including
teacher conferences, report cards, and graded student work that is brought
home.
There is an additional source of valuable information – the scores
your child receives on the standardized achievement tests administered
each year by the Wisconsin Department of Public Instruction to 4th, 8th,
and 10th grade students throughout the state. These tests are called the
Wisconsin Student Assessment System Knowledge & Concepts Examinations.
As you review the results, keep in mind that test scores are only one
indicator of the knowledge and skills possessed by a student, or group
of students. Testing experts warn against giving too much weight to the
results of a single test because tests measure only a sample of what is
taught in school.
The Department of Public Instruction reports student achievement in six
content areas: Reading, Mathematics, Science, Social Studies, Language
and Writing. The scores a student receives in Reading, Mathematics, Science,
Social Studies, and Language are based on answers to multiple choice and
short answers questions. Writing tests are scored and reported differently.
The state tests are called standardized achievement tests because everything,
from the directions given to the time allowed to take the tests, to scoring
and reporting, is made uniform or “standardized.” These procedures
ensure scores are as fair and reliable as possible.
What information is reported?
Since 1998, and again in 1999, two kinds of scores are reported for your child. Norm-referenced scores (such as percentiles) compare your child with students throughout the country. These types of scores traditionally were used in the past.
In addition to norm-referenced scores, proficiency scores also are reported. Achievement for each child is reported in terms of four proficiency categories, or levels. These levels are Advanced, Proficient, Basic, and Minimal Performance.
What is a norm-referenced score?
Norm-referenced scores answer the question, "How does my child compare with others?" For example, if your child scored at the 63rd percentile in mathematics, he or she did better than 63% of the students in the comparison group (the national sample) who are in the same grade and who were tested at the same time of year.
What is a proficiency score?
A proficiency score answers the question, "How does the achievement of my child on this test compare with established high expectations for academic success?" A driver's test is an example of a test with two proficiency levels: pass or fail. Whether you pass or fail the test does not depend on how well others drive, but whether you achieve an acceptable level as determined by the driving examiner.
Students receiving a score of Advanced did exceptionally well by showing in-depth understanding of the content area. Likewise, Proficient represents a competent level of achievement. Students who score at the Basic level are achieving at a fairly solid level, although they have some weaknesses that should be addressed. Basic does not mean that your child is failing in the content area.
Children receiving Minimal Performance scores have limited achievement in the content area.
If you are concerned about the achievement of your child in any content area, you should meet with your child's teacher to determine what you as a parent, along with the teacher, can do to help your child do better in school.
The proficiency standards were established in 1997 by parents, educators, and people from business and government at workshops conducted by the Department of Public Instruction.
Why are proficiency scores included in the reports?
Proficiency standards have been established to set high expectations for all students. Comparative (norm-referenced) scores show that Wisconsin's students do better than students throughout the country on nearly all tests. However, a proficiency score judges performance in terms of high academic standards set by people in Wisconsin.
Student A scored at the 55th national percentile, meaning he did as well as or better than 55% in the national comparison group. His Wisconsin proficiency level is “Minimal Performance.” Student B scored at the 70th percentile (“Basic”), while Student C scored at the 85th percentile (“Proficient”). Student D scored at the “Advanced” level, with a percentile score of 98.
Wisconsin's proficiency levels are based on what students are expected to know and be able to do. The proficiency levels are not based on the achievement levels of students in the national comparison group. However, you can use the table below to compare the national percentile scores received by your child with your child's proficiency levels.
* Some students who score at the dividing line between proficiency levels
may receive either the higher or lower proficiency score. This is the
result of the complex way that percentile scores and proficiency levels
are derived from what are called scale scores.
Examples Showing How to Read the Table
A fourth grade student who scores at the 92nd national percentile in reading (doing better than 92% of students in the national comparison group) would be “Advanced.” A fourth grade student who scored at the 36th percentile in reading would be “Basic.” In mathematics, a 10th grade student scoring at the national average--the 50th percentile-- would receive a “Minimal Performance” score. In order to be “Advanced” in Mathematics, a 10th grade student would have to score at the 96th percentile or higher.
Family Involvement -- the key to student success
The family is a child's most important teacher. Research has shown that family involvement significantly improves student achievement. Family involvement is most effective when it is comprehensive, long-term, and planned.
Tips for parents
New method of reporting scores may be confusing
Updated April 5, 2000