discussion 7

Angela Caswell

Mr. and Mrs. Wilkins, thank you for taking the time to review Wanda's test performances with me. Wanda is a very bright student, and I am proud of her performance on the achievement and aptitude tests. While I can certainly understand your concerns, given the difference in her percentiles, let me assure you there is no need to worry.

Both tests represent Wanda's performance data, but because of each test's nature and purpose, it would be inaccurate to compare the two scores. 

Let me start by saying that the data you have received is based on two different criteria, therefore we will look at each one separately. Wanda's achievement test was scored and ranked based on a national norm group. This simply means a group of students was previously tested, and Wanda's score was compared with that data. That said, her 65th percentile score indicates that she performed better than 65 percent of the students in the norm group. This by no means implies Wanda is not studying enough. Percentile ranks are not an indication of how many questions Wanda answered correctly, or what she does or does not know. Instead, the scores indicate how well she did relative to other students who have also taken the test.

Regarding her aptitude test, this test is designed to measure Wanda's potential for academic success in the future. They focus more on her abilities and skills that are considered important for success in school. Additionally, this is a test in which students could not study. And again, like the achievement test scores, these scores are based on the norm group's data scores. So, based on the data we received, Wanda scored higher than 90 percent of the norm group. That said, Wanda is doing a great job.

So, in essence, neither test indicates Wanda's "true" performance; however, they are good indicators that she is on the right track, and with adjustments to the instructional program, Wanda will continue to make progress.

Christopher Moore

If I were Mr. White, I would explain the differences in each of the tests.  All tests will not be the same because there are some that will be straight-forward, while the other ones will include more thinking.   Even though Wanda scored in the 65 percentile with the achievement test, informing them that this does not means she did not prepare will be suitable. Many students will have great study habits and have great critical thinking skills, but still not be comfortable with how certain tests are given.  It seems as if the parents were upset because of the difference in the scores, but this could also indicate that the student may not be a proficient test taker. Emphasizing on how complex standardized tests can be should also be part of the discussion. Popham (2020) stated that "Standardized tests, because they are intended for widespread use, are developed with far more care (and cost) than is possible in an individual teacher’s classroom. " (p.312) With the variety of questions and the way these type of tests are outlined could be the reason why Wanda had that particular score.  Elaborating on these aspects could change their view because it could bring about better understanding. Students who have those percentages believe they could have done better, but stress will build up with pressure if these questions are asked by the parents. I would encourage the student to continue to answer the questions with these type of tests to the best especially if she is performing well academically. 

Ecclesiastes Goodwin

If I was Mr. William White and I had the task of explaining to Wanda's parents about her true performance, the first thing I would attempt to do is to explain to them the difference between the two tests. Aptitude tests were originated to depict students' performance in general while achievement tests are designed to measure what a student already knows. I think both tests have their role and place in a student's academic journey, however, in my opinion, I think its safe to say that both of these assessments are equally important. They both measure different attributes of students that are equally important, yet they are still both very much needed. I think that Wanda's parents should reevaluate the results and see what her strong areas are, see exactly what her weak areas are, and then determine what steps they need to take. It may not necessarily be that she's not studying enough, it could possibly be that she's not a good test taker, or on that particular day of the achievement test, she wasn't having a good day and was not focused or didn't have her mind on her test. Then likewise it could be that she possibly could be lagging in the studies that caused her to have a low scoring. I think that standardized test has too much emphasis placed on them and that it sometimes wears the students and teachers out. Although teachers have no say in the matter as to standardized tests being implemented in the classroom, yet students feel bogged down by this as well. Just as Popham states in the text on Page 310, standardized tests are often misused. I don't think educators' effectiveness should be based on these tests alone. Likewise, I don't think students' ability should be based on standardized tests alone. If I was Mr. William White, I would tell Wanda's parents to examine her grades overall to see how she measured academically. If her academics overall are good, then I would just tell them to encourage Wanda to do her best on the test but don't stress out over them. As I mentioned earlier, some great students are just not good test-takers. I would encourage them to just make sure she's focused, doing the best she can, practices good study habits and as long as she does that, she should be fine.