What kinds of tests are given at Huakailani?

Testing in our nation’s schools is on the rise. From the classroom quiz to the large-scale standardized test, the pressure for education to be “accountable” has intensified. As your child experiences this new tide of testing, it’s helpful to become more aware of the different types of tests and their purposes.

You will not find a "test-driven" curriculum or program at Huakailani. Instead, Huakailani uses a variety of assessments to get the most accurate view of the "whole child" in order to assist us in identifying the most effective teaching tools, strategies, methods and programs to help your daughter reach her full  potential. These "tests" help us to maximize our teaching in order to maximize student learning.

Here are some of the basic kinds of tests your daughter will encounter:

Standards-Based Tests

States and school districts develop standards-based tests to measure student and school progress toward reaching state content standards. State (or district) standards are a written description—usually by grade level—of what students are expected to know in major subject areas. Students across the state or district take the test and the results are used to create a series of proficiency levels linked to the state standards.

The levels usually include below basic, basic, proficient and advanced, but the terms and number of levels can differ between states or districts.  A standards-based test may include multiple-choice, short answer, or essay questions, or include a combination of formats. Huakailani's curriculum is based on National Standards.

Nationally Norm-Referenced Tests

Many states or school districts include a national norm-referenced test as a part of their assessment programs. Norm-referenced tests measure basic concepts and skills commonly taught in schools throughout the country. These tests are not designed as measures of any specific curriculum or instructional program. Well known norm-referenced tests include the Stanford Achievement Test, Iowa Test of Basic Skills, California Achievement Test, and Terra Nova test. Results from norm-referenced tests compare a student's achievement with that of a national sample of similar students. Scores are given as a percentage or a ranking based on percentage. A rank of 40 percent means a student scored better than 40 percent of the students in the sample; 75 means a student scored better than 75 percent of the sample group. Another way norm-referenced scores are expressed is the grade equivalent score. A 4.5 grade equivalent score implies that the student is at the 4th grade, fifth month grade level. Such a specific score suggests more accuracy than a test can measure. No one really knows exactly what a student at the 4.5 grade level should be able to know and do, so the score is an estimation that should be taken somewhat cautiously. Similar to standards-based tests, most national norm-referenced tests are administered once a year with results returned to students several months later. Huakailani uses the California Achievement Test for Grades 3-6.

Classroom Tests

We’re all familiar with basic classroom tests from our own school experience. Classroom tests are given periodically, sometimes weekly, or at the end of a curriculum unit. The teacher may originate many; others are adapted from a textbook or other instructional material. Classroom test formats may include multiple-choice, true/false, short answer, essay, performance, displays or exhibitsprojects  and even computer administered tests. Performance tests require students to apply their knowledge to longer or more complex problems. Classroom test results allow students to get ongoing feedback about their own progress and can inform teachers about additional instruction students may need. Teachers often use classroom test results during parent/teacher conferences as evidence of strengths, areas needing improvement, and progress. Portfolio assessment (a collection of student work graded to specific criteria) can also help demonstrate student progress over a period of time. Classroom tests are important components of student evaluations, but they are only one means of assessment—a more complete picture includes teacher observation of a student’s classroom participation, student performance on assignments, portfolios, and many other assessment strategies that experienced teachers employ.

Is one type of test better than another?

Each type of test serves important but different purposes. At its best, a state standards-based testing tells you how well your child is achieving the state standards. Huakailani's report card (issued once every quarter) is standards-based.

A national norm-referenced test provides valuable information that can be compared to a national average. On the other hand, standards-based and norm referenced

tests often are not able to assess a student’s deeper conceptual understanding or complex thinking abilities. A classroom test provides information about your child’s performance in a specific topic taught by a specific teacher. Major advantages of classroom tests are that they can provide much more frequent information on student progress, help diagnose specific student strengths and weaknesses, and can lead to improved instruction for students. 

How is your program structured?

I believe teaching students to be independent learners and workers is important. Learning organizational skills and good study habits is essential. Our program is a balance of one-on-one and small group individualized instruction yet the girls are given the time and skills to work independently. Each student has a daily learning plan that structures their academic schedule - it consists of instructional time with the teacher, computer time, center time and independent seat work time- where she is responsible for completing assigned work independently. The girls are responsible for keeping track of work they completed on a learning plan (organization skills). The learning plan varies by grade level. Even the youngest in the class, Kindergarten, has been trained to do this. This is how I run a differentiated classroom and teach varying work skills and academics at the same time. Learning these important skills at an early age sets a strong foundation for future study and work skills. This structure allows for individualized instruction and learning and allows for instruction and activities to be tailored to meet the needs of each student.