ASSESSMENT

Listed below in bold are the tests required by the State of Washington.

WASL - WASHINGTON ASSESSMENT OF STUDENT LEARNING
The WASL currently is comprised of a series of criterion-reference tests in reading, writing, mathematics, and science. These standards based assessments incorporate three item types: selected response (multiple choice); short constructed response; and extended constructed response.

What is the WASL?
It is a statewide assessment given every spring in reading, writing, math and science. The WASL measures how well all students are learning the state’s academic standards – called the Essential Academic Learning Requirements (EALRs). The EALRs reflect what Washington educators, parents, business people and community leaders all say students must know and be able to do in order to be successful in the real world.

What’s on the test?
The WASL is a combination of multiple choice, short- and long-answer and essay questions. The WASL tests the basic information – reading, writing, math and science concepts – all students should know by the spring of the year.

How is the WASL different than other standardized tests?
The WASL’s multiple-choice questions require you to think, not guess. Many WASL questions also ask you to choose the right answer and explain how you got that answer. Unlike other standardized tests, which measure students against other students, your WASL scores tell how well you – and only you – are learning the state standards. How is the WASL scored?
You get two scores: scale and level. The scale score is a raw number (e.g. 395). That score then places you into one of four levels: exceeds standard (Level 4), meets standard (Level 3), below standard (Level 2) and well-below standard (Level 1). The goal is to get to level 3 or 4 – get to standard or above – on each section of the WASL.

I don’t plan to go to college – so why does the WASL matter?
College-bound students aren’t the only ones who need to do well in school. The WASL helps make sure ALL students, regardless of who you are, where you live or what you want to be, can read, write, and do basic math. More than 140 Washington businesses also participate in the statewide “Ask for Transcripts” campaign. These businesses ask to see students’ transcripts as part of the hiring process. Doing well on the WASL might help you get a good first job.

How much time do I have to take the test?
The WASL is not timed, so make sure you get as much time as you need. Students typically spend a couple of hours each day over the course of a week completing all sections of the WASL.

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MAP

Measures of Academic Progress (MAP) are computerized adaptive tests that measure your student's general knowledge in reading, language usage, and mathematics. Students at Meridian will take MAP beginning in second grade and again every year through grade ten. All students take a computerized reading, language usage, and mathematics test. Although every test has questions covering the same goal areas, not every test has the same questions, and the test questions vary in difficulty.

Each Measure of Academic Progress is made up of parts, which are called goals. Take a look at these goal areas for each test. Your student will take tests with the goals listed below.

AVERAGE RIT SCORES
The following table shows “average” RIT scores based on over a million students nationwide in the year of 2002.

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6-TRAIT WRITING ASSESSMENT

The 6-trait writing model is a way to assess and teach writing. This model focuses on 6 qualities seen in outstanding written works. The six traits include:
Ideas: This is the content, or main theme. It can be looked at as the heart of the message.
Organization: The internal structure of the writing.
Voice: The personal voice of author comes through. This gives a sense of a real person speaking.
Word Choice: The use of precise, colorful and rich words to communicate.
Sentence Fluency: The writing flows together often with a rhythm or cadence.
Conventions: Mechanical correctness, including spelling and grammar.

Each trait is assessed with a scoring Guide or Rubric ranging from one to five.
Below is a simplified, generic rubric:

5= Strong

4= Competent

3= Developing

2= Emerging

1= Not showing trait

For more information, the Northwest Regional Laboratory is a storehouse of information.

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DRA (DEVELOPMENTAL READING ASSESSMENT)

The Second Grade Accuracy and Fluency Assessment Law mandates that every student in the state of Washington be assessed at the beginning of the second grade using a grade-level equivalent oral reading passage. Students who do not meet an established standard in accuracy, phrasing, and rate must be accorded an intervention plan that involves the student, parents, and school. Assessing the comprehension component is optional, but strongly recommended. Scores are not reported to OSPI, but should be used by the teacher, school, and district to provide support for students who need help.

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PARENTS CAN HELP

Help Your Child Improve in Test-Taking
Tests are important, especially to school children. A test may measure a basic skill. It can affect a year's grade. Or, if it measures the ability to learn, it can affect a child's placement in school. So it's important to do well on tests.Besides, the ability to do well on tests can help throughout life in such things as getting a driver's license, trying out for sports, or getting a job. Without this ability, a person can be severely handicapped.

Ask the School
It could be useful for you to know the school's policies and practices on giving standardized tests and the use of test scores. Ask your child's teacher or guidance counselor about the kinds of tests your child will take during the year--and the schedule for testing. One other thing: some schools give students practice in taking tests. This helps to make sure that they are familiar with directions and test format. Find out whether your child's school gives "test-taking practice" on a regular basis or will provide such practice if your child needs it.

Do's and Don't's
You can be a great help to your children if you will observe these do's and don't's about tests and testing:

Don't be too anxious about a child's test scores. If you put too much emphasis on test scores, this can upset a child.
Do encourage children. Praise them for the things they do well. If they feel good about themselves, they will do their best. Children who are afraid of failing are more likely to become anxious when taking tests and more likely to make mistakes.
Don't judge a child on the basis of a single test score. Test scores are not perfect measures of what a child can do. There are many other things that might influence a test score. For example, a child can be affected by the way he or she is feeling, the setting in the classroom, and the attitude of the teacher. Remember, also, that one test is simply one test.
Meet with your child's teacher as often as possible to discuss his/her progress. Ask the teacher to suggest activities for you and your child to do at home to help prepare for tests and improve your child's understanding of schoolwork. Parents and teachers should work together to benefit students.
Make sure your child attends school regularly. Remember, tests do reflect children's overall achievement. The more effort and energy a child puts into learning, the more likely he/she will do well on tests.
Provide a quiet, comfortable place for studying at home.
Make sure that your child is well rested on school days and especially the day of a test. Children who are tired are less able to pay attention in class or to handle the demands of a test.
Give your child a well rounded diet. A healthy body leads to a healthy, active mind. Most schools provide free breakfast and lunch for economically disadvantaged students. If you believe your child qualifies, talk to the school principal.
Provide books and magazines for your youngster to read at home. By reading new materials, a child will learn new words that might appear on a test. Ask your child's school about a suggested outside reading list or get suggestions from the public library.

After the Test
It's important for children to review test results. This is especially true when they take teacher-made tests. They can learn from a graded exam paper. It will show where they had difficulty and, perhaps, why. This is especially important for classes where the material builds from one section to the next, as in math. Students who have not mastered the basics of math will be unable to work with fractions, square roots, beginning algebra, and so on.
Discuss the wrong answers with your children and find out why they answered as they did. Sometimes a child misunderstands the way a question is worded or misinterprets what was asked. The child may have known the correct answer but failed to express it effectively.It's important, too, for children to see how well they used their time on the test and whether guessing was a good idea. This helps them to change what they do on the next test, if necessary.

You and the child should read and discuss all comments written by the teacher. If there are any comments that aren't clear, the child should ask the teacher to explain.

Where to get more information:

http://www.k12.wa.us - The State Offfice of Superintendent of Public Instruction web site has information about statewide assessment results and plans for learning improvement.

http://www.partnership4learning.org - Partnership for Learning web site has a variety of information about new graduations requirements for the class of 2008 and beyond.

http://www.wastatepta.org - Washington State Parent Teacher Organization (PTA) has information for parents on many topics.